Kinder unit 5 2011 2012

Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology (ELP Direct Alignment) 7-13-11

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Unit 5: The Great Big World - In this unit, students compare and contrast fairy tales while focusing on the difference a setting can make in the creation of a story.

Overview: Building on the diversity of family celebrations, students read about the greater world beyond America. By reading “Mr.

Popper’s Penguins,” students are lured into dreaming of far-away places. Focusing on the pairing of fiction and informational text, students see how fictional settings can reflect real places. By using an atlas, non-fiction books, video, and interactive on-line media, students also see how different types of texts give us similar and different information. During these activities, students write words using what they know about vowel sounds, beginning and ending sounds, and word families. Viewing landscapes by master painters reinforces the concept of comparing and contrasting settings.

Big Ideas: A variety of acquired skills are used to decode, recognize, and understand words. Reading provides a picture of the world, and helps us imagine places far away. Learners develop a natural curiosity about the world around them.

Essential Questions: What strategies do good readers use when they encounter an unknown word? How do we use literature and informational texts to learn about the world?

Vocabulary: compare contrast different settings similar opposites

ELA Standards/ELP Standards: Reading Foundations (RF)

Sample Activities/Assessments:

K.RF.1 Demonstrate understanding of the organization and basic features of print. I-R-1 The students will demonstrate understanding of print concepts of the English language.



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K.RF.1d Recognize and name all upper and lower-case letters of the alphabet. I-R-2(D): HI-1: Naming all upper and lower-case letters of the alphabet with different fonts out of sequence. I-LS-2: HI-1: Naming upper and lower-case alphabet letters in random order with accurate pronunciation.

Instructional Routine Template Card: 1 (K.RF.1d) *Language Warm-Up (1-R-2(D): HI-1; l-LS-2: HI-1)

K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). I-R-2(PA) The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts.

K.RF.2a Recognize and produce rhyming words. I-R-2: LI-4: Producing rhyming words in response to an oral prompt. I-LS-2: HI-10: Producing rhyming words and short, simple, rhyming phrases and songs using accurate pronunciation as well as expressive phrasing and intonation.



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K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. I-R-2(PA): HI-1: Blending two or three spoken syllables to produce words.

K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. I-R-2(PA): HI-4: Orally forming words by substituting simple onsets (/c/) with given rimes (/at/).

Model blending words with four sounds. Hold up your fist; raise a finger as you say each sound (e.g., /m/, /a/, /s/, /k/), then blend the whole word (i.e., mask) as you sweep your hand from left to right. Students follow your lead. (K.RF.2c) Instructional Routine Template: Card 4 (K.RF.2c)

K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVC words ending with /l/, /r/, or /x/.) I-R-2(PA): HI-2: Orally producing groups of words that begin with the same initial sounds. I-LS-2: HI-3: Producing initial and final sounds of words using accurate articulation. I-LS-2: HI-4: Producing and blending the initial, medial and final sounds of CVC words using accurate articulation and pronunciation.

Create “vowel houses” where words with the same vowel sound live together. Using picture cards for one-syllable words with three or four different vowel sounds, students find the house where they live (e.g., saw, paw, dawn; blue, moon, chew; snow, bow, oak; star, art, mark). (K.RF.2d) Dictate a simple sentence with a line provided for each word: I hit the pin. He hit his chin. Help students segment the phonetically regular words as they write, referring to sound- symbol cards as necessary. (K.RF.2d) Instructional Routine Template: Card 6 (K.RF.2d)



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I-LS-2: HI-5: Producing and blending the initial, medial and final sounds of grade-appropriate words using accurate articulation and pronunciation.

K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 1-R-2(PA): HI-4: Orally forming words by substituting simple onset (/c/) with given rimes (/at/).

Using colored squares to represent speech sounds, show which sound has changed when a spoken word is changed, one sound at a time: sun, ton, shun, shut, shout, out, oat, own, shown. (K.RF.2e)

K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. I-R-2(D) The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts.



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K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. I-R-2(D): HI-2: Producing letter sounds represented by the single lettered consonants and vowels. I-R-2(D): HI-6: Decoding common CVC words. I-LS-2: HI-2: Producing all individual phonemes in words from print using accurate articulation. I-LS-2: HI-5: Producing and blending the initial, medial and final sounds of grade-appropriate words using accurate articulation and pronunciation.

K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. I-R-2(D): HI-2: Producing letter sounds represented by the single lettered consonants and vowels.

Give students letter cards or tiles with more consonants and two or three short vowels. Model, then lead them in building words with three to four sounds. Continue sound substitution games. (K.RF.3a,b) Instructional Routine Template Card: 2 (K.RF.3a) Instructional Routine Template Card: 8 (K.RF.3b) (Sound-by-sound blending) *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5)

K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she,

Practice new “outlaw” or “red” words by tracing them, saying the letters, and saying the whole word before reading in context. (K.RF.3c)



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my, is, are, do, does). I-R-2(D): HI-3: Reading high frequency words with automaticity in context.

Instructional Routine Template: Card 3 (K.RF.3c)

K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. I-R-2(D): HI-4: Producing new words when initial sound(s), including diagraphs, are changed (i.e., word families). 1-R-2(D): HI-5: Decoding a new word when a specific letter is changes, added, or removed.

To a familiar word (e.g., rock, zip, jam) have students add “s,” pronounce the new word, and use it in a sentence. (K.RF.3d) *Language Warm-up (I-R-2(D): HI-4, HI-5)

K.RF.4 Read emergent-reader texts with purpose and understanding. No Alignment

Continue with simple stories with high frequency words and decodable words that have been taught and practiced. Preview the book: What (who) is it about? Where is the title? What might happen? Let students read to a partner and then retell the story. Choral read for variety. (K.RF.4) With phonetically regular, unknown words, encourage students to blend each sound into the whole word. (K.RF.4)

ELA Standards/ELP Standards: Reading Literature (RL)


K.RL.2 With prompting and support, retell familiar stories, including key details.

The literature in this unit is conducive to storytelling. Pair students so that they can practice retelling a favorite story from this unit. For example, they may retell “Story of Ferdinand.”



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I-R-3: HI-4: Sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last) I-R-3: HI-5: Retelling a story including the beginning, middle, and end using transition, words (e.g. first, next, last) in complete sentences. I-LS-1: HI-4: Sequencing events from read alouds, presentations, and conversations.

(K.RL.2)

*Collaborative Story Re-tell (I-R-3: HI-4, HI-5; I-LS-1: HI-4)

K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. I-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text.

K.RL.10 Actively engage in group reading activities with purpose and understanding. No Alignment

After reading two books, “Little Red Riding Hood” and “Lon Po Po,” discuss how the two stories are the same and how they are different. Generate ideas from among the children through writing, drawing, or acting out parts of each story. (K.RL.9, K.RL.10)

*This or That (I-R-3: HI-3)



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ELA Standards/ELP Standards: Reading Informational Text (RI)


K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 1-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text.

K.RI.10 Actively engage in group reading activities with purpose and understanding. No Alignment

Throughout this unit, read fictional stories set on a continent and then read informational text (both from books and digital sources) that describe the continent. Students will develop an appreciation for the setting of the story – the connection between a fictional setting and a real place. Require students to record what they have learned on either Post-It notes or a white board to prepare for sharing with the whole group. Following each reading, they record new information, using these details to compare one continent to another. Note the opposites, such as “cold” and “hot” or “rainy” and “dry”. (K.RI.9)

K.RI.10a Actively engage in group reading of informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding. 1-R-3: HI-6: Identifying facts from text read aloud.



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ELA Standards/ELP Standards: Writing (W)


K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). I-W-1 The student will express his or her thinking and ideas in a variety of writing genres. I-W-1: HI-5: Responding to literary selections by writing simple sentences. I-LS-1: HI-6: Responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts.

Give the students a prompt: “Mr. Popper loved the idea of dreaming big! He daydreamed about faraway places. He wished he could have visited Antarctica to explore all that was there. What continent do you daydream about visiting?” Allow students to choose one of the continents studied during this unit that they might like to visit someday. To help the children plan their work, use a program such as Kidspiration to create a graphic organizer on each of the continents chosen by the students. Students can draw pictures of animals, people, and objects one might find on that continent. Write two sentences about the continent using a combination of drawing, dictation, and writing. Share the work with the class. (K.W.1, K.W.5, K.W.6, K.W.8, K.L.2d, K.SL.6)



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K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

I-W-3 Students use the steps of the writing process as a writing piece moves towards completion. I-W-3: HI-3: Revising original draft for clarity by adding details to improve audience understanding. I-LS-1: HI-6: Responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts.

K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 1-W-3: HI-3: Revising original draft for clarity by adding additional details to improve audience understanding.



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K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. I-W-1: HI-1: Writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas. 1-W-3: HI-3: Revising original draft for clarity by adding additional details to improve audience understanding.

ELA Standards/ELP Standards: Language (L)


K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I-L-1 The student will identify and apply conventions of English in his or her communications. I-W-2 The student will identify and apply conventions of standard English in his or her communications.

K.L.1a Print many upper and lower-case letters.



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I-W-2: HI-1: Writing legibly and with correct formation all of the upper and lower-case letters of the alphabet.

K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). I-L-1(Q): HI-1: Producing questions with inflections.

*Function Junction (I-L-1(Q): HI-1) *The Big Cheese (I-L-1(Q): HI-1)

*Reverse Questioning (I-L-1(Q): HI-1)

K.L.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). I-LS –1 (PREP): HI-1: Using prepositions of location (e.g., up, down, over). I-LS-1 (PREP): HI-2: Using prepositions of direction (e.g., on, in, near, behind). I-LS-1 (PREP): HI-3: Using prepositions of time (e.g., on, at, in, by).

*Prepositions for Location (I-LS-1(PREP): HI-1)

K.L.1f Produce and expand complete sentences in shared language activities. 1-L-1(SC): HI-1 thru HI-10: Go to the Sentence Construction (SC) section of the Language Strand (pgs. 10-13)

*Verb Tense Study (1-LS-1(SC): HI-1 thru HI-10)



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K.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I-L-1 The student will identify and apply conventions of English in his or her communications. 1-W-2: The student will identify and apply conventions of standard English in his or her communications.

K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). I-W-2: HI-1: Writing legibly and with correct formation all of the upper and lower-case letters of the alphabet.

K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 1-W-2: HI-2: Applying letter-sound relationships to write simple CVC words and attempt more complex words.

In shared writing, as students volunteer words for retelling or creating stories, encourage them to provide letters for sounds as you write. (K.L.2d)

K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and



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phrases based on kindergarten reading and content. I-L-2 The students will acquire English language vocabulary and use it in relevant contexts.

K.L.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 1-L-2: HI-5: Determining word meaning within context.

K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. I-L.2 The students will acquire English language vocabulary and use it in relevant contexts.

K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. I-L-2: HI-1: Naming and sorting common objects and pictures into self-categories and providing rationale.



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I-LS-2: HI-9: Classifying objects, people, and events, into self-generated categories.

K.L.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. I-L-2: HI-5: Determining word meaning within context.

*Vertical Sentence (I-L-2: HI-5)

K.L.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. I-L-2: The student will acquire English language vocabulary and use it in relevant contexts.

“Mr. Popper’s Penguins” is filled with alliteration based on the letter “p.” Encourage the children to listen for “p” words that they hear as you read. The vocabulary words will be challenging and fun to use in classroom discussions. (K.L.6)

ELA Standards/ELP Standards: Speaking and Listening (SL)


K.SL.2 Confirm understanding of a text read aloud or information presented orally or

One of the favored choices for artistic expression is the painting of landscapes. View the landscapes from all over the world painted by the Masters. Encourage the students to



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through other media by asking and answering questions about key details and requesting clarification if something is not understood. 1-LS-1: HI-3: Responding to read-alouds by identifying main ideas/concepts and details using key words in complete sentences. I-LS-1: HI-6: Responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts.

describe what they see and ask for clarification if they do not understand. This is an opportunity to extend the idea of comparing and contrasting the settings in stories to comparing and contrasting the settings in paintings. (K.SL.2)

K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. 1-LS-1: HI-6: Responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts.



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Teacher’s Notes UNIT 5:



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Suggested Works (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

Highlighted titles indicate works referenced in Unit 5.

Literary Texts Literary Texts Informational Texts

Chapter Books (Read Aloud) � Mr. Popper’s Penguins (Richard and

Florence Atwater) (E)

Picture Books (Read Aloud) North America � Arrow to the Sun, (Gerald McDermott) � Song of the Swallows (Leo Politi) � The Story of Jumping Mouse (John

Steptoe) South America � Morpha: A Rain Forest Story (Michael

Tennyson and Jennifer H. Yoswa) � Rain Player (David Wisniewski)

Europe � Little Red Riding Hood (Trina Schart

Hyman) � One Fine Day (Nonny Hogrogian) � The Story of Ferdinand (Munro Leaf and

Robert Lawson) Australia � Lizzie Nonsense (Jan Ormerod) � Possum Magic (Mem Fox and Julie Vivas) � Koala Lou (Mem Fox and Pamela Lofts)

(Continued) Picture Books (Read Aloud) Asia � The Paper Crane (Molly Bang) (E) � Lon Po Po: A Red-Riding Hood Story from

China (Ed Young) (E) � Once a Mouse… (Marcia Brown) � The Fool of the World and the Flying Ship

(Arthur Ransome and Uri Shulevitz) Africa � A Story, A Story (Gail E. Haley) (E) � Why Mosquitoes Buzz in People’s Ears

(Verna Aardema and Leo and Diane Dillon) � Shadow (Blaise Cendrars, translated by

Marcia Brown) Antarctica � Something to Tell the Grandcows (Eileen

Spinelli and Bill Slavin) � Eve of the Emperor Penguin (Mary Pope

Osborne and Sal Murdocca) Music Lyrics (Read Along) � “It’s a Small World” (Walt Disney) � "London Bridge Is Falling Down" (Tinkerbell

Informational Books (Read Aloud) � Continents and Maps (Big Book, Pearson Learning) � Me on the Map (Joan Sweeney and Annette Cable) � As the Crow Flies: A First Book of Maps (Gail

Hartman and Harvey Stevenson) � Beginner’s World Atlas (National Geographic)

Informational Books (Read Aloud / Independent) � The Seven Continents (Rookie Read-About

Geography) (Wil Mara) � North America (Rookie Read-About Geography)

(Allan Fowler) � South America (Rookie Read-About Geography)

(Allan Fowler) � Europe (Rookie Read-About Geography) (Allan

Fowler) � Asia (Rookie Read-About Geography) (Allan

Fowler) � Africa (Rookie Read-About Geography) (Allan

Fowler) � Australia (Rookie Read-About Geography) (Allan

Fowler) � Antarctica (Rookie Read-About Geography) (Allan

Fowler)



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Art, Music, and Media

Online Games

� “All About World Geography: World Map with a Continent Matching Puzzle” (Sheppard Software)

Movies

� Luc Jacquet, dir., March of the Penguins (2005)

� Jon Stone, dir., Big Bird Goes to China (1983)

Music

� Mary F. Higuchi (compiled by), “Geography Songs on the Continents” (2000)

Art

North America � Albert Bierstadt, Valley of the Yosemite (1864)

� Winslow Homer, The Gulf Stream (1899) � Joseph Stella, Bridge (1936) � Piet Mondrian, Broadway Boogie Woogie (1942-1943

Records)

(Continued) Art

Europe

� John Constable, The Hay Wain (1821)

� J.M.W. Turner, Rain, Steam and Speed —The Great Western Railway (1844) � Paul Cezanne, Straße vor dem Gebirge

Sainte-Victoire (1898-1902) � Louisa Matthiasdottir, Five Sheep (no date)

Asia

� Guo Xi, Early Spring (1072) � Ando Hiroshige, panel from Famous views of

53 stations of the Tōkaidō Road (1855)

Africa

� J.H. Pierneef, Trees (Date Unknown)

Australia � Emily Kame Kngwarreye, Earth’s Creation

(1994)

� Count Your Way Through China… (Jim Haskins) Website References Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coaches.shtml



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*ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 5. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Collaborative Story Re-tell

*This or That

*Function Junction

*The Big Cheese

*Reverse Questioning

*Prepositions for Location

*Verb Tense Study

*Vertical Sentence

Kinder unit 5 2011 2012

Technology

Transcript of Kinder unit 5 2011 2012