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KNOTT COUNTY PUBLIC SCHOOLS


CURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE K

Duration: 5 days

Map: Week 1

Big Idea: Rhyming, Letter Recognition, and Character

Story Title: The Little School Bus

Essential Vocabulary: Rhyming, Letter Recognition, and character

Teaching Vocabulary: Define

Site Words: I, am

Spelling Words: Use site words or word families

Reading Vocabulary: first, second, third, fourth, fifth

Common Core Standard

Essential Questions/Learning Targets

(I CAN statements)

What the students will know when the lesson is complete

Skills (VERB)

How the students will perform to understand the Learning Target

Suggested Activities

How will we teach this content?

Resources

(Additional Resources)

Assessment

How will students be formatively and summatively assessed to find out what they already know, and what theyve learned?

CC.K.L.1.a Conventions of Standard English: Print many upper-and lowercase letters

CC.K.L.1.b

Conventions of Standard English: Use frequently occurring nouns and verbs

CC.K.L.2-

Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CC.K.L.4.a-

Vocab Acquisition and Use: Identify new meanings for familiar words and apply them accurately

CC.K.F.1.a- Print Concepts: Follow words from left to right, top to bottom, and page by page

CC.K.R.F.1.d-

Print Concepts: Recognize and name all upper-and lowercase letters of the alphabet

CC.K.R.F.2.a-Phonlogical Awareness: Recognize and produce rhyming words

CC.K.R.F.2.c-

Phonological Awareness: Blend and segment onsets and rimes of single syllable spoken words

CC.K.R.F.3.c-

Phonics and word recognition: Read common high-frequency words by sight

CC.K.R.L.1-Key ideas and Details: With prompting and support, ask and answer questions about key details in text

CC.K.R.L.3-

Key Ideas and Details: with prompting and support identify characters, settings, and major events in a story

CC.K.R.L.5-Craft and Structure: Recognize common types of texts

CC.K.R.L.7-

Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and the story in which they appear

CC.K.R.L.2-

Key Ideas and Details: With prompting and support, retell familiar stories, including key details

CC.K.R.L.3-Key ideas and Details: with prompting and support, identify characters, settings, and major events in a story

CC.K.L.6-Craft and Structure: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story

CC.K.R.L.7- Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and the story in which they appear

CC.K.R.L.10-

Range of Reading and Level of Text Complexity: Actively engage in group reading activities with purpose and understanding

CC.K.SL.2-

Comprehension and Collaboration: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood

CC.K.L.5.b-Vocabulary Acquisition and Use: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

CC-K.L.1.f-Conventions of Standard English: Produce and expand complete sentences in shared language activities

CC.K.L.2.b-Conventions of Standard English: Recognize and name end Punctuation

CC.K.L.4-Vocab Acquisition and Use; Determine or clarify the meaning of unknown and multiple-meaning words and phrases on kindergarten reading and content

CC.K.R.F.1.b-Print Concepts: Recognize that spoken words are represented in written language by specific sequences of letters

CC.K.R.F.1-Print Concepts: Understand that words are separated by spaces in print

CC.K.R.F.3-Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words

CC.K.R.F.4-Read emergent-reader texts with purpose and understanding

CC.K.R.I.4- Craft and Structure: with prompting and support, ask and answer questions about unknown words in text

CC.K.R.I.5-Craft and Structure: indentify the front cover, back cover, and title page of a book

CC.K.R.I 8-Integrations of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text

CC.K.R.I.9-Integration of Knowledge and Ideas: With prompting and support, identify basic similarities in and differences between two texts on the same topic

CC.K.R.I.10-Range of Reading and Level of Text Complexity: Actively engage in group reading activities with purpose and understanding

CC.K.R.L.2-Key Ideas and Details; With prompting and support, retell familiar, stories, including key details

CC.K.R.L.4-Craft and Structure; Ask and answer questions about unknown words in a text

CC.K.R.L.6-Craft and Structure; with prompting and support, name the author and illustrator of a story and define the role of each in telling the story

CC.K.SL.1.a-Comprehnsion and Collaboration; Follow agreed upon rules for discussions

CC.K.SL.1.b-Comprehnsion and Collaboration; continue a conversation through multiple exchange

CC.K.L.4.b-Vocab. Acquisition and Use: Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word

CC.K.R.F.2.e-Phonological Awareness: Add or substitute individual sounds in simple, one-syllable words to make new words.

-I can identify characters in a story.

-I can identify rhyming words.

-I can identify Letters A-E, and their sounds.

-I can define the words first, second, third, fourth, and fifth.

-Describe characters in the story.

-Identify pairs of rhyming words

-Identify the letters and say the sounds

-Identify the position of kids in line

-Guided Reading

-Rhyming games Alphabet activities, handwriting

-Shared Reading (choose a nursery rhyme, poem, song, or use the song How We Get to School)

-Self-selected Reading

-Read Aloud-The Little School Bus

-Big Book-The Little School Bus

-Leveled Readers

-Workbooks

-Additional Phonics Worksheets and games for centers

-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-Websites

http://classroom.jc-schools.net/waltkek/

http://scottforesman.com

http://sfsucessnet.com

www.starfall.com

www.internet4classrooms.com

www.storyonline.com

www.pbskids.org

www.spellingcity.com

www.mrsperkins.com

www.abcya.com

http://www.primarygames.com/

www.makinglearningfun.com

www.kidzone.ws

http://kellyskindergarten.com/

- Vocabulary word picture chart (Scott Foresman)

- Big Song Chart

(Scott Foresman

Formative Assessments

-thumbs up/down if words rhyme

-white boards (site words and alphabet)

-exit slip (can draw a character from the story)

-think-pair-share (think about, pair with a partner, and share ideas)

-questioning technique about the order the animals get on the bus

Summative Assessments

-Targeted Skill Test located in Teachers Manual


CURRICULUM FRAMEWORK FOR LANGUAGE ARTS KINDERGARTEN

Duration: Five Days

Map: Week Two

Big Idea: Setting, Syllabication, Fantasy

Story Title: Fix-It-Duck

Essential Vocabulary: setting, fantasy, syllables

Teaching Vocabulary:

Site Words: Review I, am


Vocabulary: repair, leak, steep, ladder, puddles, shed



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.a-Conventions of Standard English: Capitalize the first in a sentence and the pronoun I

CC.K.L.2.c-Conventions of Standard English: Write a letter or letters for most consonant and short vowels sounds

CC.K.R.F.1-Print Concepts: Demonstrate understanding of the organization and basic features of print

CC.K.R.F.2-Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds

CC.K.R.F.2.b- Phonological Awareness: Count, pronounce, blend, and segment syllables in spoken words


















-I can identify the setting of a story.

-I can what is real and make-believe.

- I can identify letters Ff- Nn and their sounds.

- I can define repair, leak, steep, ladder, puddles, shed.

-I can count the syllables in a given word.

-Identify the setting of a story.

- Identify pictures that are make-believe and explain why.

-Demonstrate understanding of counting syllables.

-Identify the letters and name the sounds.

-Define repair, leak, ladder, puddles, shed.

Modeled Reading (Fix-It-Duck), Shared Reading, Self selected reading, Guided reading. Sight word games, alphabet games, handwriting, syllabication clap, Have students view pictures and identify which are make-believe.

-Fix-It-Duck trade book.

-Leveled Readers

-Student work books

- Games and Center activities

-Handwriting sheets

-Dr. Jeans Music

-websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws


- Big Song Chart

(Scott Foresman

-syllabication clap

-sight word sticker game.

-letter concentration game.

Targeted Skills assessment located in assessment manual...

Mystery bag phonics activities.



Duration: 5 days

Map: Week 3

Big Idea: Fiction, Letter Recognition, and Sequence

Story Title: Plaidypus Lost

Essential Vocabulary: Fiction, Letter Recognition, and Sequence

Teaching Vocabulary: Describe

Site Words: the, little


Reading Vocabulary: platypus, around, lost, found, market, groceries



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.R.I.3-Key ideas and Details: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text


















-I can identify stories that are make-believe.

-I can identify Letters A-N, and their sounds.

-I can describe the words platypus, around, lost, found, market, groceries.

-I can retell the sequence of a story.

-Describe what can make a story fiction

-Identify the letters and say the sounds

-Describe what a platypus is, and what around, lost, found, market, and groceries mean

-Describe in sequence where the little girl loses Plaidypus

-Guided Reading

-Rhyming games (review), Alphabet activities, handwriting, beginning sounds

-Shared Reading (choose a nursery rhyme, poem, song, or use the song Purple Platypus)


-Read Aloud Plaidypus Lost

-Big Book-Plaidypus Lost

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book


- Big Song Chart

(Scott Foresman

-websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws




-exit slip (can draw the places Plaidypus was lost at in order)


-questioning technique about different things that can make a story fiction





Duration: Five Days

Map: Week : Four

Big Idea: Letter recognition, Comprehension skill, and Animal Fantasy

Story: Miss Bindergarten Takes a Field Trip

Essential Vocabulary: Comprehension, classify, categorize

Teaching Vocabulary: define

Site Words: Review- the, little, I, am


Reading Vocabulary: bakery, post office, fire station, library, park and chaperone



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.5.c-Vocabulary Acquisition and Use: Identify real-life connections between words and their use


















CC.K.R.F.3.d-Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the letters that differ

-I can identify the initial sound in a word.

-I can match the community worker to what they make or use.

-I can tell the difference between fantasy and make-believe.

-I can identify the letters Yy and Zz and their sounds.

-I can define the terms bakery, post office, fire station, library, park, and chaperone.

-Classify community workers by what they make or use.

-Identify the letters Yy and Zz and their sounds.

-Draw or

Demonstrate an understanding of the terms: bakery, post office, fire station, library, park, and chaperone

-Modeled reading

-Shared reading

-Self selected reading

-Guided reading

-Rhyming activities

-Alphabet games

-Handwriting

activities

-Trade Book- Miss Bindergarten Takes a Field Trip

-Leveled readers

-Student workbooks

-Center activities and game

-Handwriting Sheets

-Dr. Jean music

- On a Field Trip We Go

-websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws


- Big Song Chart

(Scott Foresman

Formative Assessments-

-Thumbs up thumbs down if you can identify what a community worker makes or uses.

-Smart Board activities for Alphabet recognition

-Exit Slips- Write the letters and draw something that starts with that sound

Summative Assessment

-Targeted skills assessment that accompanies the series



Duration: 5 days

Map: Week 5

Big Idea: Animal Fantasy, Phonics /m/, and Character

Story Title: Julius

Essential Vocabulary: Animal Fantasy, Phonics /m/, and Character

Teaching Vocabulary: Explain

Site Words: to, a


Reading Vocabulary: granddaddy, sharing, protect, crate, scary, sneaked



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-

Conventions of Standard English: Spell simple words phonetically, drawing on knowledge of sound-letter relationships

CC.K.L.6-Vocab Acquisition and Use: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts


















-I can identify stories that are fantasy.

-I can identify the Letter M and its sound.

-I can explain the words granddaddy, sharing, protect, crate, scary, and sneaked.

-I can identify characters in a story.


-Identify the letter M and its sound

-Explain who a granddaddy is, and what people mean when they say sharing, protect, crate, scary, and sneaked.

-Identify the characters in Julius

-Guided Reading


-Shared Reading (choose a nursery rhyme, poem, song, or use the song Granddaddy, Oh, Granddaddy)


-Read Aloud Julius

-Big Book-Julius

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-Websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws


- Big Song Chart

(Scott Foresman


-thumbs up/down if stories are fantasy


-exit slip (can draw a character from Julius)


-questioning technique about different things that can make a story fiction and who the characters are in the story




CURRICULUM FRAMEWORK FOR LANGUAGE ARTS Kindergarten

Duration: Five Days

Map: Week Six

Big Idea: Classify and Categorize, Connecting Tt to /t/

Title: Dig, Dig, Digging

Essential Vocabulary: define

Teaching Vocabulary: classify and categorize

Site Words: Reteach: a, to


Reading Vocabulary: scooping, swooshing, squelching, gobbling, spinning, rumbling



(I CAN statements)

What the students will know when the lesson are complete

Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-


CC.K.L.5.a- Vocab Acquisition and Use: Sort common objects into categories to gain sense of the concepts the categories represent

CC.K.L.5.d-Vocab.Acquistion and Use: Distinguish shades of meaning among verbs describing the same general action by acting out the meanings

CC.K.R.F.3.a-Phonics and Word Recognition; Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant


















I can;

-define vocabulary words.

-identify sight words introduced.

-Connect Tt to /t/

- Classify and categorize working machines by what sound they make and what they do.

-define vocabulary

-identify sight words

-connect Tt to /t/

-Classify and categorize machines

-Guided Reading


-Shared Reading (choose a nursery rhyme, poem, song, Look at Them Go


-Read Aloud Dig, Dig, Digging

-Big Book-Dig, Dig, Digging

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-Vocabulary Big Chart (Scott Foresman)

- Songs Big Chart (Scott Foresman)

-websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws




-exit slip (can draw two machines and tell how they are alike)


-questioning technique about machines and how they are alike.





Duration: 5 days

Map: Week 7

Big Idea: Aa /a/, Compare and Contrast, and Informational Text

Story Title: Life in an Ocean

Essential Vocabulary: Informational Text, Phonics Aa/a/, and compare and contrast

Teaching Vocabulary: Recall and Retell

Site Words: have, is


Reading Vocabulary: ocean, world, crab, shell, fish, sea



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-


CC.K.SL.3-Comprehension and Collaboration: Ask and answer questions in order to seek help, get information, or clarify something that is not understood

CC.K.SL.1-Comprehshion and Collaboration: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups


















-I can identify stories that informational.

-I can identify the Letter Aa /a/ and its sound.

-I can explain the words ocean, world, crab, shell, fish, sea

-I can identify different plants and animals that live in the ocean.

-Describe what can make a story informational

-Identify the letter Aa /a/ and its sound

- Identify the different things that live in an ocean and categorize whether its a plant or an animal.

-Guided Reading


-Shared Reading (choose a nursery rhyme, poem, song, or use the song In the Ocean


-Read Aloud Life in an Ocean

-Big Book-Life in the Ocean

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws


- Big Song Chart

(Scott Foresman


-thumbs up/down if stories are Informational


-exit slip (can draw a animal or plant that would live in the ocean)


-questioning technique about different things that can make a story informational.





Duration: 5 days

Map: Week 8

Big Idea: Animal Fantasy, Phonics /s/, and Setting

Story Title: Armadillos Orange

Essential Vocabulary: Animal Fantasy, Phonics /s/, and Setting


Site Words: Reteach have, is


Reading Vocabulary: armadillo, burrow, tortoise, rattlesnake, grubs



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-




















-I can identify the Letter S and its sound.

-I can describe the words armadillo, burrow, tortoise, rattlesnake, and grubs.

-I can identify the setting of a story.


-Identify the letter S and its sound

-Describe the words armadillo, burrow, tortoise, rattlesnake, and grubs.

-Identify the setting of Armadillos Orange

-Guided Reading

-Alphabet activities, handwriting, beginning sounds, ending sounds

-Shared Reading (choose a nursery rhyme, poem, song, or use the song Orange Grove)


-Read Aloud Armadillos Orange

-Trade Book-Armadillos Orange

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-Websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws


- Big Song Chart

(Scott Foresman




-exit slip (can draw the setting from Armadillos Orange)


-questioning technique about different things that can make a story fiction and what the setting is in the story





Duration: Five Days

Map: Week Nine

Big Idea: Genre; concept book, phonics; Connecting Pp to /p/, main idea

Title: Animal Babies in Grassland

Essential Vocabulary: define,


Site Words: Introduce: we, my, like Review: have, is, to, a, the, little, I, am


Reading Vocabulary: calf, grassland, cub, pup, joey, foal



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-



















I can:

-Find the main idea of a story.

-connect Pp to /p/

-identify a concept book.

-Identify the main idea of a story.

-Connect Pp to /p/.

- Identify a concept book.

-Guided Reading


-Shared Reading (choose a nursery rhyme, poem, song, or use the song-Who Lives in the Grassland? Self-selected Reading

-Read Aloud; Animal Babies in the Grassland

- Big Book; Animals Babies in Grassland

-Leveled Readers

-Workbooks


-Handwriting sheets. -Dr. Jeans Music

-The Alphabet Book

-Websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws


- Big Song Chart

(Scott Foresman




-exit slip (can draw a character from the story)


-questioning technique about the order the animals get on the bus





Duration: 5 days

Map: Week 10

Big Idea: Animal Fantasy, Phonics Cc /k/, Realism and Fantasy

Story Title: Bear Snores On

Essential Vocabulary: Animal Fantasy, Phonics Cc /k/, and Realism and Fantasy

Teaching Vocabulary: Explain

Site Words: Reteach we, my, like


Reading Vocabulary: sleep, winter, cave, woods, storm, blustery



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-




















-I can identify the Letter C and its sound.

-I can explain the words sleep, winter, cave, woods, storm, blustery.

-I can identify the difference in real and fantasy.


-Identify the letter C and its sound

-Describe the words sleep, winter, cave, woods, storm, blustery.

-Identify what is real and fantasy in the story Bear Snores On.

-Guided Reading


-Shared Reading (choose a nursery rhyme, poem, song, or use the song Hush, Little Brown Bear)


-Read Aloud Bear Snores On

-Trade Book-Bear Snores On

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-Websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws



- Big Song Chart

(Scott Foresman




-exit slip (can draw something fantasy and real from the story Bear Snores On)


-questioning technique about different things that can make a story fiction and what can make it real





Duration: 5 days

Map: Week 11

Big Idea: Informational Text, Phonics Ii /i/, and Sequence

Story Title: A Bed for the Winter

Essential Vocabulary: Informational Text, Phonics Ii, and Sequence


Site Words: he, for


Reading Vocabulary: meadow, nest, stump, tree trunk, hive, den



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-



















-I can identify the events in a story in sequence.

-I can identify the Letter Ii and its sound.

-I can describe the words meadow, nest, stump, tree trunk, hive, and den.

-I can identify the informational text from the story (the homes of different animals.)

-Describe the story in sequence

-Identify the letter Ii and its sound

-Describe the words meadow, nest, stump, tree trunk, hive and den.

-Identify the homes of different animals

-Guided Reading


-Shared Reading (choose a nursery rhyme, poem, song, or use the song Little Mouse)


-Read Aloud A Bed for the Winter

-Big Book A Bed for the Winter

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-Websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws



- Big Song Chart

(Scott Foresman


-thumbs up/down if animals match their homes for the winter


-exit slip (can draw the events in the story in sequence)


-questioning technique about the homes of the different animals




CURRICULUM FRAMEWORK FOR LANGUAGE ARTS Kindergarten

Duration: Five Days

Map: Week Twelve

Big Idea: Rhyming, Connecting Ii to /i/, Realism and Fantasy

Title: Whose Garden Is It?

Essential Vocabulary: define, fantasy


Site Words: Reteach; he, for


Reading Vocabulary: garden, gardener, plant, seed, soil, blossoms



(I CAN statements)


Skills (VERB)




Resources


Assessment



CC.K.L.1.b


CC.K.L.2-


CC.K.L.4.a-



CC.K.R.F.1.d-


CC.K.R.F.2.c-


CC.K.R.F.3.c-



CC.K.R.L.3-



CC.K.R.L.7-


CC.K.R.L.2-





CC.K.R.L.10-


CC.K.SL.2-


CC.K.L.2.d-



















I can:

- locate rhyming words within a text.

-identify sight words introduced.

-connect Ii to /i/.

-identify what is real and make-believe

- match rhyming words

- name sight words

-connect Ii to/i/

-tell what is real and make-believe

-Guided Reading


-Shared Reading (choose a nursery rhyme, poem, song, or use the song; Whos in the Garden?


-Read Aloud- Whose Garden Is It?

-Trade Book-Whose Garden Is It?

-Leveled Readers

-Workbooks


-Handwriting sheets

-Dr. Jeans Music

-The Alphabet Book

-Websites




www.starfall.com


www.storyonline.com

www.pbskids.org


www.mrs.perkins.com

www.abcya.com



www.kidzone.ws


- Big Song Chart

(Scott Foresman

-Benchmark Test Book


-thumbs up/down if stories are Informational


-exit slip (can draw think-pair-share (think about, pair with a partner, and share ideas)

-questioning technique about different things that can make a story real or fantasy.

Summative

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