Kindergarten ELA Curriculum Map

On-Going Standards Learning Targets

(I Can… Statements)

Vocabulary Common Assessments

Resources

K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.

K.RI.5 Identify the front cover, back cover, and title page of a book.

K.RI. 10 Activitley engage in group reading activities with purpose and understanding.

K.RI. 6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

K.RL.4 Ask and answer questions about unknown words in a text.

K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depecits).

K.RL. 10 Actively engage in group reading activities with purpose and understanding.

K.SL.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

K.SL. 1b Continue a conversation through multiple exchanges.

Ksl.1 Particpate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

K.SL. 6 Speak audibly and express thoughts, feelings and ideas clearly.

K.RF.3a Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

K.RF.1 Demonstrate understanding of the organization and basic features of print.

K.RF.1a Follow words from left to right, top to bottom, and page by page.

spaces

author

illustrator

storybook

informational book

front cover, back cover

title page

setting

K.RF.3c Read common high frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

K.RF. Id Recognize and name all upper and lowercase letters of the alphabet.

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 .....)

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Unit 1

On-Going Standards Learning Targets (I Can… Statements)

Vocabulary Common Assessments

Resources

K.RI.1 With prompting and support, ask and answer questions about key details in a text.

I can ask and answer questions about what was read.

characters

details

setting

beginning and ending consonants

poem

K.RI.2 With prompting and support, identify

I can retell a story. characters

the main topic and retell key details of a text.

details

plot

sequence

K.L.5c I can make connections between words and their use.

I can make connections between words and their use.

K.L.1b Use frequently occurring nouns and verbs.

I can write and say familiar words.

nouns-people, places and things

sight words

K.L.5a Sort Common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

I can sort objects into groups.

characteristics

K.RF.3 Know and apply grade level phonics and word analysis skills in decoding words.

I can decode words. consonants

vowels (long/short)

rhyming words

word families

K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words.

I can put together word parts. I can take apart word parts

beginning, medial, and ending sounds

word families

rhyming words

K.RF.2d Isolate and pronouce the intial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

I can read CVC words.

I can say each sound of a word.

beginning, medial and ending sounds

consonant

vowel

short vowel

K.RF.1b Recognize that spoken words are represented in written language by specific sequence of letters.

I know that written words represent spoken words.

nouns

verbs

sentences

spaces

punctuation

directionality

K.L.2c Write a letter or letters for most consonant and short-vowel sounds. (Phonemes)

I can write a letter or letters for consonant and short vowel sounds

big line

little line

big curve

little curve

turn

cross

handwriting without tears

K.L.1a Print many upper and lowercase letters.

I can print uppercase and lowercase letters

big line

little line

big curve

little curve

uppercase

lowercase

capital

handwriting without tears

K.L.2 Demonstrate I can write capital

command of the conventions of standard English capitalization, punctuation, and spelling when writing.

sentences lowercase

uppercase

period

spacing

nouns

verbs

K.L.2a Capitalize the first word in a sentence and the pronoun I.

I can capitalize the first word in a sentence and the pronoun I.

capital

uppercase

K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

I can use words that I have learned through reading and talking about what i read.

author

ilustrator

plot

main idea

sequence

character

setting

K.L.2d Spell simple I can spell simple consonants

words phonetically, drawing on knowledge of sound letter relationships.

words vowels

blending

short and long vowels

K.L.2b Recognize and name end punctuation.

I can name punctuation marks.

period

question mark

exclamation mark

K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can write and speak well.

pausing/spacing

capital

lowercase and uppercase

consonants

vowels

Unit 2

On-Going Standards Learning Targets (I Can… Statements)

Vocabulary Common Assessments

Resources

K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

I can make connections within informational texts.

Informational text Reading Wonders

K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.

I can give reasons to support an author.

author Reading Wonders

K.RI.9 With prompting and support, identify basic similiarties in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

I can give similarities and differences on two different topics.

illustrations Reading Wonders

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requestiing clarification if something is not understood.

I can understand information that is given orally.

I can ask questions if I don’t understand.

Reading Wonders

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

I can ask questions if I don’t understand.

Reading Wonders

K.SL.4 Describe familiar people, places, things, and events and, with prompting and support.

I can describe topics with prompting and support.

Reading Wonders

K.RF.2a Recognize and produce rhyming words.

I can find rhymes and give examples of rhymes.

rhyme Reading Wonders

K.RF.1c Understand that words are seperated by spaced in print.

I can separate words with spaces in-between.

Reading Wonders

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).

verb Reading Wonders

K.L.1e Use the most frequently occuring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

I can use frequently occuring prepositions.

prepostion Reading Wonders

K.L.1d Understand and use question words (interrogatives) (e.g. who, what, where, when, why, how).

I can use and understand question words.

Reading Wonders

Unit 3

On-Going Standards Learning Targets (I Can… Statements)

Vocabulary Common Assessments

Resources

K.RL. 5 Recognize common types of texts (e.g., storybooks, poems).

I can recognize when a text is fiction, nonfiction, or a poem.

Fiction

Nonfiction

Poem

Text

Magazine

Place a fiction book, nonfiction book, and a poem on the table. Prompt the child to point to each.

▪ Reading Wonders▪ iReady

K.RL. 9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

I can tell how the adventures and experiences of characters are alike.

I can tell how the adventures and experiences of characters are different.

Compare

Contrast

Adventures

Experiences

Place two texts on table (“Three Little Pigs” & “The Three Bears”). Ask student to compare each book; then contrast each book.

▪ Reading Wonders▪ iReady

K.RF.2 Demonstrate I can use words, Syllable A. Clap syllables in ▪ Reading Wonders

understanding of spoken words, syllables, and sounds (phonemes).

syllables, and sounds.

Segment

Blend

Phoneme

words; identify how many. (popcorn, juice, cucumber)

B. Blend word parts together to make a word. (ba-na-na, to-ma-to, do-nut)

K.RF.2b Count, pronounce, blend, and segment syllables in spoken words.

I can count and say syllables in words.

Syllable

Segment

Blend

Phoneme

A. Clap syllables in words; identify how many. (popcorn, juice, cucumber)

B. Blend word parts together to make a word. (ba-na-na, to-ma-to, do-nut)

▪ Reading Wonders

K.RF. 2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

I can blend phonemes to make a word.

I can segment words into sounds.

Segment

Blend

Phoneme

Phonics Decoding

A. Listen to sounds; blend them to make a word. (/f/ /o/ /x/, /t/ /a/ /p/, /p/ /i/ /g/)

▪ Reading Wonders

Strategy B. Identify sounds in words. (cat, fun, bed)

K.L.1f Produce and expand complete sentences in shared language activities.

I can make a simple sentence into an expanded sentence.

Sentence

Simple

Expanded

Teacher will say a simple sentence. Ask student to expand that sentence.

▪ Reading Wonders

K.L.1c Form regular plural nouns orally by adding /s/ and /es/ (e.g., dog, dogs, wish, wishes).

I can make the correct plural noun when writing or speaking by adding –s or –es.

Singular

Plural

Noun

Observe student and write anecdotal notes.

▪ Reading Wonders

K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

I can identify the opposite of a word.

Antonym

Opposite

Teacher says a word (dark, big, hot). Students states the opposite.

▪ Reading Wonders

K.L.5 With guidance and support from adults, explore word relationships and

I can understand relationships between words and their meanings.

Relationship(s)

Nuances

Teacher will give a sentence and two words. Student chooses the word

▪ Reading Wonders

nuances in word meanings.

that has the strongest meaning. EX: The flowers were ____ in the garden. (beautiful, pretty)

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 can act out words to show I understand what they mean.

Similar Explain that some words mean almost the same thing; but they’re a little bit different. Students use their body to act out these words: walk, march, tiptoe.

▪ Reading Wonders

K.L. 4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

I can use prefixes and suffixes to find the meaning of an unknown word.

Prefixes

Suffixes

Inflections

Affixes

Use the following words: blew/blue, duck (noun)/duck (verb), eight/ate. Ask student what the first word is. Ask if they know another meaning.

▪ Reading Wonders

K.W. 8 With guidance and support from adults, recall

I can use what I know or learn to answer questions.

Recall

Information

Need book titled Life in an Ocean. Ask

▪ Reading Wonders

information, from experiences or gather information from provided sources to answer a question.

student:

What kind of water is in an ocean?

Identify an animal that lives in the ocean.

Identify a plant that lives in the ocean.

K.W.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

I can use pictures and words to tell about the events in a story.

I can tell the events in order.

I can tell how the story made me feel.

Events

First

Next

Last

Student will draw, dictate, and write about an event in their life.

▪ Reading Wonders

Unit 4

On-Going Standards Learning Targets (I Can… Statements)

Vocabulary Common Assessments

Resources

K.RL.1 With prompting and support, ask and answer questions about key details in a text.

I can ask and answer questions about what was read

question words: who, what, when, why, where

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

I can retell a story.

K.RL.3 With prompting and support, identify characters, settings, and major events in a story.

i can name the characters, settings, and events in a story.

K.RF.3b Associate the long and short sounds

I can spell words with short and long

with common spellings (graphemes) for the five major vowels.

vowel sounds.

K.RF. 3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

I can tell how two words that sound alike are different

K.RF.4 Read emergent reader texts with purpose and understanding.

I can understand what I read

K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

I know the meanings of unknown and multiple-meaning words and phrases.

K.W. 5 With guidance and support from adults, respond to

I can answer questions about what I write.

questions and suggestions from peers and add details to strengthen writing as needed.

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.

I can use a computer to write and publish a story

K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

I can work with others to read and write about a topic

1st 9 weeks:

*Write your name

*Know letters/sounds introduced⅝

*Write of the letters introduced⅝

*Identify sight words-

*Identify the author/illustrator/title of a book

*Point to the next word when reading a book

* I can decode/blend CVC words using the letters I’ve been taught.

2nd 9 weeks:

*Write your name

*Know letters/sounds introduced⅝

*Write of the letters introduced⅝

*Identify sight words-

*Identify the author/illustrator/title of a book

*Point to the next word when reading a book

* I can decode/blend CVC words using the letters I’ve been taught.

3rd 9 weeks:

*Write your name

*Know letters/sounds introduced⅝

*Write of the letters introduced⅝

*Identify sight words-

*Identify the author/illustrator/title of a book

*Point to the next word when reading a book

* I can decode/blend CVC words using the letters I’ve been taught.

*I can be given a word and clap out syllables.

*When given a story, I can tell events that happen in order.

4th 9 weeks:

*Write your name

*Know letters/sounds introduced⅝

*Write of the letters introduced⅝

*Identify sight words-

*Identify the author/illustrator/title of a book

*Point to the next word when reading a book

* I can decode/blend CVC words using the letters I’ve been taught.

*When given a story, I can identify the characters, settings, and events.