English Language Arts Curriculum - Web viewEnglish Language Arts: Kindergarten. In Kindergarten,...

2015-2016

English Language Arts: KindergartenIn Kindergarten, students will begin to hear, identify and make connections among sounds, letters, words, and pictures to

construct meaning from text. Students will hear a variety of texts and genres. In addition, students will learn sight words and the skills needed to decode words alone, and in simple sentences. Students will also write their first and last names, independently spell three and four letter words which will be incorporated into simple sentences with appropriate capitalization and punctuation.

Course Information:Frequency & Duration: Daily for 90 minutesText: Treasures (2011), McGraw Hill

Items that are in italics are suggested supplemental readings; they are not required.

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English Language Arts: Kindergarten v. 2015-2016

Use formative assessment to determine duration of this unit. Duration: August/Mid-September (3 weeks)

Foundational Literacy Skills Story Elements WritingContent Alphabetic Principle

Phonemic Awareness Comprehension Vocabulary

Printing

Essential Question:

What do you know about the alphabet? What happened in the story? Why is printing letters important?

Skills:

Sequence of sounds Sentence/word segmentation Rhyme Syllable blending Phoneme isolation Onset rime Alphabet recognition

Listening Comprehension Robust Vocabulary Opposites Position Words Identify parts of a book

First name writing Line tracing Practicing strokes Draw a picture in response to

a story

Assessment:

Letters will be recited from flash cards

The alphabet will be sung and recited

Clap syllables in words

Ask questions during story time Students are given daily printing practice

Resources:

Treasures Smart Start/Unit 1“Whose Baby Am I?” by John ButlerSupplemental Trade Books:Alphabet books

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English Language Arts: Kindergarten v. 2015-2016Standards: CC.1.1.K.A Utilize book handling

skills.CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.1.1.K.D Know and apply grade level phonics and word analysis skills in decoding words.CC.1.5K.A Participate in collaborative conversations with peers and adults in small and larger groups.CC.1.5.K.C Ask and answer questions in order to seek help, get information or clarify something that is not understood.CC.1.5.K.D Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume.CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly.CC.1.5.K.G Demonstrate the command of the conventions of standard English when speaking, based on Kindergarten level and content.

CC.1.2.K.B With prompting and support answers questions about key details in a text.CC.1.2.K.C With prompting and support make a connection between two individuals, events, ideas, or pieces of information in a text.CC.1.2.K.E Identify parts of a book (title, author) and parts of a text (beginning, end details).CC.1.2.K..G Answer questions to describe the relationship between illustrations and the text in which they appear.CC.1.2.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.CC.1.2.K.L Actively engage in group reading activities with purpose and understanding.CC.1.3.K.A With prompting and support retell familiar stories including key details.CC.1.3.K.C With prompting and support identify characters, setting, and major events in a story.CC.1.3.K.D Name the author and illustrator of a story and define the role of each in telling the story.CC.1.3.K.G Make connections between the illustrations and the text in the story (read or read aloud).CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to and responding to texts.

CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/explanatory texts.CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.CC.1.4.K.C With prompting and support generate ideas and details to convey information that relates to the chosen topic.CC.1.4.K.O Describe experiences and events.CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed.CC.1.4.K.U With guidance and support explore a variety of digital tools to produce and publish writing or in collaboration with peers.CC.1.4.K.W With guidance and support recall information from experiences or gather information from provided sources to answer a question.CC.1.4.K.X Write routinely over short time frames.

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CC.1.3.K.K Actively engage in group reading activities with purpose and understanding.

Comments:

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Duration: September (2 weeks)Foundational Literacy Skills Story Elements Writing

Content Alphabetic Principle Phonemic Awareness

Comprehension Vocabulary

Printing Sentence writing

Essential Question:

Why is it important to understand that letters make specific sounds?

What are the elements of a story that every author uses? Why is writing letters important?

Skills:

Isolate, Identify, and Categorize phonemes

Identify setting, characters and details

Make predictions

Write names Write known letters Write “I can” “We can”

sentences with correct capitalization and punctuation

Assessment:

Students will sort pictures by the beginning sound

Given a set of pictures students will identify and write the beginning letter


Resources:

Treasures Unit 1“The Picnic at Apple Park” by Alma Flor Ada & F. Isabel Campoy“Peter’s Chair” by Ezra Jack Keats

Supplemental Trade Books:If You Give a Moose a Muffin If You Give a Mouse a Cookie Apples Apples in FallMiss Mingo and the Fire Drill Apples, Apples, Apples

Standards: CC.1.1.K.A CC.1.1.K.BCC.1.1.K.C CC.1.1.K.DCC.1.5K.A CC.1.5.K.C

CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.L

CC.1.4.K.C CC.1.4.K.OCC.1.4.K.T CC.1.4.K.UCC.1.4.K.W CC.1.4.K.X

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CC.1.5.K.D CC.1.5.K.ECC.1.5.K.G

CC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

CC.1.4.K.F Demonstrate a grade appropriate command of the conventions of standards English, grammar, usage, capitalization, punctuation, and spelling.CC.1.4.K.J Make logical connections between drawing and writing.CC.1.4.K.L Demonstrate a grade appropriate command of standard English, grammar, usage, capitalization, punctuation, and spelling.CC.1.4.K.M Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events.CC.1.4.K.N Establish who and what the narrative will be about.

CommentsDuration: October (4 weeks)

Foundational Literacy Skills Story Elements Writing

Content Alphabetic Principle Phonemic Awareness Phonics


Printing Sentence Writing

Essential Question:



Skills: Isolate, Identify, and Categorize phonemes

Use letters to build CVC

Identify setting, characters and details

Make predictions

Write names Write known letters Write “I like a” sentences

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(constant – vowel – constant) words

Read decodable and leveled readers

Ask questions about a story with correct capitalization and punctuation

Assessment:



Students will blend and write CVC words

Students will read decodable and leveled readers


Resources:

Treasures Unit 2“What Do You Like?” by Michael Grejniec“Friends All Around” by Miela Ford“Simon and Molly plus Hester” by Lisa Jahn-Clough

Supplemental Trade Books:Bear in A Square Deep Blue Sea

Standards: CC.1.1.K.A CC.1.1.K.BCC.1.1.K.C CC.1.1.K.DCC.1.5K.A CC.1.5.K.CCC.1.5.K.D CC.1.5.K.ECC.1.5.K.GCC.1.1.K.E Read emergent-reader text with purpose and understanding.

CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.BCC.1.2.K.F With prompting and support ask and answer questions about unknown words in text.CC.1.3.K.F Ask and answer

CC.1.4.K.C CC.1.4.K.OCC.1.4.K.T CC.1.4.K.UCC.1.4.K.W CC.1.4.K.XCC.1.4.K.F CC.1.4.K.JCC.1.4.K.L CC.1.4.K.MCC.1.4.K.N

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questions about unknown words in a text.

Comments:

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Duration: November (4 weeks)Foundational Literacy Skills Story Elements Writing



Printing Writing Sentences

Essential Question:



Skills:


Use letters to build CVC words


Identify story structure Make/confirm predictions Ask questions about a story

Write names Write known letters Write “We go”, “We see”, “I

go”, “I see” sentences

Assessment:






Resources: Treasures Unit 3“The Bus for Us” by Suzanne Bloom“On the Go” by Ann Morris“Duck on a Bike” by David Shannon

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Supplemental Trade Books:Freight Train I’m Taking a Trip on a Train Mr. Putter and Tabby (2 days)

Standards:

CC.1.1.K.A CC.1.1.K.BCC.1.1.K.C CC.1.1.K.DCC.1.5K.A CC.1.5.K.CCC.1.5.K.D CC.1.5.K.ECC.1.5.K.G CC.1.1.K.E

CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B CC.1.5.K.BCC.1.2.K.F CC.1.3.K.F

CC.1.4.K.C CC.1.4.K.OCC.1.4.K.T CC.1.4.K.UCC.1.4.K.W CC.1.4.K.XCC.1.4.K.F CC.1.4.K.JCC.1.4.K.L CC.1.4.K.MCC.1.4.K.N

Comments:

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Duration: December (3 weeks)Foundational Literacy Skills Story Elements Writing




Essential Question:



Skills:



Sort words/pictures by medial sound


Recognize story structure, plot and action

Summarize story events Use clues and hints Summarize character’s

actions and feelings

Write names Write known letters Write “We have to”, “I have

to”, “I like to” sentences

Assessment:


Given a set of pictures students will identify and write the beginning or middle letter




Resources: Treasures Unit 3 and 4“Apple Farmer Annie” by Monica Wellington“Our Special Sweet Potato Pie” by Andrea Davis Pinkney

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“Yoko” by Rosemary Wells

Supplemental Trade Books:Not Norman Miss Nelson books If I Built a Car

Standards:


CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B CC.1.5.K.BCC.1.2.K.F CC.1.3.K.FCC.1.2.K.K and CC.1.3.K.L Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade level readings or content.

CC.1.4.K.C CC.1.4.K.OCC.1.4.K.T CC.1.4.K.UCC.1.4.K.W CC.1.4.K.XCC.1.4.K.F CC.1.4.K.JCC.1.4.K.L CC.1.4.K.MCC.1.4.K.NCC.1.4.K.D Make logical connections between drawing and dictation/writing.CC.1.4.K.E With prompting and support illustrate using details and dictate/write using descriptive words.

Comments:

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Duration: January (4 weeks)Foundational Literacy Skills Story Elements Writing




Essential Question:



Skills:



Sort words/pictures by medial sound


Story Pattern Making Predictions using

pictures Sequencing with

details/beginning, middle, end

Write names Write known letters Write sentences with high

frequency and CVC words

Assessment:


Given a set of pictures students will identify and write the beginning or middle letter




Resources: Treasures Unit 5 and 6“Mama Cat Has Three Kittens” by Denise Fleming“Animal Babies ABC” by Barbara Knox

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“Mole and The Baby Bird” by Marjorie Newman

“Russ and the Firehouse” by Janet Elizabeth Rickert

Supplemental Trade Books:A Dog Needs A Bone Harry the Dirty Dog No Roses for Harry Hondo and FabianFish is Fish Swimmy Pout-Pout Fish Pout-Pout Fish in the Dark

Standards:


CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B CC.1.5.K.BCC.1.2.K.F CC.1.3.K.FCC.1.2.K.K CC.1.3.K.LCC.1.3.K.B Answer questions about key details in a text.

CC.1.4.K.C CC.1.4.K.OCC.1.4.K.T CC.1.4.K.UCC.1.4.K.W CC.1.4.K.XCC.1.4.K.F CC.1.4.K.JCC.1.4.K.L CC.1.4.K.MCC.1.4.K.N CC.1.4.K.DCC.1.4.K.E

Comments:

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Duration: February (4 weeks)Foundational Literacy Skills Story Elements Writing




Essential Question:



Skills:



Sort words/pictures by beginning, medial and final sound


Main Idea Summarize and Retell story

events



Assessment:


Given a set of pictures students will identify and write the beginning, middle, or final letter


Students will write a six word, dictated sentence using sight words and CVC words

Students will read decodable and


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leveled readers

Resources:

Treasures Unit 6 and 7“Bus Stops” by Taro Gomi“Alicia’s Happy Day” by Meg Starr

“A Rainy Day” by Robin Nelson“In the Yard” by Dana Meachen Rau

Supplemental Trade Books:Elmer Stories Bear Stories

Standards:


CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B CC.1.5.K.BCC.1.2.K.F CC.1.3.K.FCC.1.2.K.K CC.1.3.K.LCC.1.3.K.BCC.1.2.K.A With prompting and support, identify the main idea and retell key details of text.


Comments:

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Duration: March (4 weeks)Foundational Literacy Skills Story Elements Writing




Essential Question:



Skills:





Identify difference between fantasy and reality

Sequence Retell story Identify conclusion



Assessment:







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leveled readers

Resources:

Treasures Unit 7 and 8“Bear Snores On” by Karma Wilson & Jane Chapman

“Oak Trees” by Melanie Mitchell“Seed Secrets” by Tom Leonard“Sunflower House” by Eve Bunting

Supplemental Trade Books:Kite stories The Umbrella There’s an Alligator Under my Bed

Standards:


CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B CC.1.5.K.BCC.1.2.K.F CC.1.3.K.FCC.1.2.K.K CC.1.3.K.LCC.1.3.K.BCC.1.2.K.ACC.1.3.K.E Recognize common types of text.


Comments:

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Duration: April (3 weeks)Foundational Literacy Skills Story Elements Writing



Printing Sentence writing

Essential Question:



Skills:





Ask questions Retell Compare and Contrast Identify Fantasy and Reality Reread Use illustrations to

comprehend



Assessment:







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leveled readers

Resources:

Treasures Unit 9 and 10“Beetles” by Edana Eckart“Fish Faces” by Norbert Wu“If the Dinosaurs Came Back” by Bernard Most

“What Do You Know!” by Lorinda Bryan Cauley

Supplemental Trade Books:Green Eggs and Ham The Hello Goodbye Window

Standards:


CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B CC.1.5.K.BCC.1.2.K.F CC.1.3.K.FCC.1.2.K.K CC.1.3.K.LCC.1.3.K.B CC.1.2.K.ACC.1.3.K.ECC.1.2.K.1 With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.CC.1.3.K.H Compare and contrast the adventures and experiences of characters in familiar stories.

CC.1.4.K.C CC.1.4.K.OCC.1.4.K.T CC.1.4.K.UCC.1.4.K.W CC.1.4.K.XCC.1.4.K.F CC.1.4.K.JCC.1.4.K.L CC.1.4.K.MCC.1.4.K.N CC.1.4.K.DCC.1.4.K.ECC.1.4.K.V Participate in individual and shared research projects on a topic of interest.

Comments:

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Duration: May/ June (5 weeks)Foundational Literacy Skills Story Elements Writing




Essential Question:



Skills:





Introduce digraphs sh, ch, and CVCe words

Cause and Effect Reread Story Structure Distinguish between facts and

opinions


frequency and CVC words Write a fact or opinion

sentence

Assessment:





Ask questions during story time Students will be given printing practice

Students will write their opinion in one sentence on a given topic

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Resources:

Treasures Unit 10“Warthogs Paint: A Messy Color Book” by Pamela Duncan Edwards“Turtle Splash: Countdown at the Pond” by Cathryn Falwell

Supplemental Trade Books:Moving Up First Grade, Here I Come When It’s the Last Day of SchoolMiss Bindergarten’s Last Day of Kindergarten

Standards:


CC.1.2.K.B CC.1.2.K.CCC.1.2.K.E CC.1.2.K.GCC.1.2.K.J CC.1.2.K.LCC.1.3.K.A CC.1.3.K.CCC.1.3.K.D CC.1.3.K.GCC.1.3.K.J CC.1.3.K.KCC.1.5.K.B CC.1.5.K.BCC.1.2.K.F CC.1.3.K.FCC.1.2.K.K CC.1.3.K.LCC.1.3.K.B CC.1.2.K.ACC.1.3.K.E CC.1.3.K.HCC.1.2.K.1CC.1.2.K.H With prompting and support, identify the reasons an author gives to support points in a text.

CC.1.4.K.C CC.1.4.K.OCC.1.4.K.T CC.1.4.K.UCC.1.4.K.W CC.1.4.K.XCC.1.4.K.F CC.1.4.K.JCC.1.4.K.L CC.1.4.K.MCC.1.4.K.N CC.1.4.K.DCC.1.4.K.E CC.1.4.K.VCC.1.4.K.H Form an opinion by choosing between two given topics.CC.1.4.K.G Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics.CC.1.4K.I Support the opinion with reasons.CC.1.4.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 it.

Comments:

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English Language Arts Curriculum - Web viewEnglish Language Arts: Kindergarten. In Kindergarten,...

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