ELA From Atlas Rubicon

ELA from Atlas Rubicon

We Are All Readers

(Week 1, 6 Weeks)

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Reading: Literature

Key Ideas and Details

How do I read and share books?

I use what I know about words, pictures, and stories or topics to read and share books.

A. Function of questions/question words including who, what, when, where, why, and how

- literary text

With prompting and support

A, B, C. Ask questions about a literary text, including texts read aloud

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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

Craft and Structure4. Interpret words and phrases as they are used

- informational text

B. Key details

- literary text


C. Predictions

D. Story elements

- character

- setting

- plot/major events

E. How to retell stories/logical sequence

F. Words

G. Strategies for

A, B, C. Answer questions using key details in a literary text, including texts read aloud

A, B, C. Make predictions


B, D, E. Identify story elements

B, D, E. Identify key details in a story

B, D, E. Retell story events in a logical sequence through use of discussions, dramatization, and developmentally appropriate writing/drawing


in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

6. Assess how point of view or purpose shapes the content and style of a text.

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

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Reading:

determining meaning of unknown words

- rereading

- illustrations

- real-life connections

H. Author/author’s role

I. Illustrator/illustrator’s role

J. Main topic

K. How to retell informational text

L. Text features

- front cover

- back cover

- title page

F, G. Identify unknown words in a text

F, G. Ask clarifying questions about unknown words

F, G. Determine the meaning of unknown words by

- rereading

- using illustrations

- using real-life connections


H. Identify the author of a story

H. Explain the author’s role in telling the story


Informational Text

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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


RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

5. Analyze the structure

M. Illustrations in informational text, including

- pictures/drawings

- photographs

N. Print concepts

- directionality

- concept of written words

- spacing between words

- knowledge of alphabet

O. Phonological awareness

- rhyming words

P. Phonics and word analysis skills

- consonants/letter-sound correspondences

I. Identify the illustrator of a story

I. Explain the illustrator’s role in telling the story


A, B, C. Ask questions about an informational text, including texts read aloud

A, B, C. Answer questions using key details in an informational text, including texts read aloud

A, B, C. Make, confirm, or adjust predictions


B, J, K. Identify key

of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RI.K.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).

- high-frequency words

Q. Rules for collaborative conversations

- listening to others

- taking turns speaking

R. Collaborative conversations/accountable talk

- continuing through multiple exchanges

S. Word relationships

- categories

T. General academic and grade-appropriate vocabulary

details in a text

B, J, K. Use key details to identify the main topic of a text

B, J, K. Retell the main topic and key details

L. Identify the front cover, back cover, and title page of a text


M. Identify illustrations in a text

M. Describe the information obtained from illustrations

M. Describe the relationship between illustrations and the text in which they appear

N. Demonstrate

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Reading: Foundational Skills

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

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

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. Recognize and name all upper- and lowercase letters of the alphabet.

understanding of the organization and basic features of print, including

- following words from left to right, top to bottom, and page by page

- recognizing that spoken words are represented by a specific sequence of letters when written

- using knowledge of spacing between words

- identifying and naming all upper- and lowercase letters

O. Demonstrate understanding of spoken words, syllables, and sounds by

- recognizing and producing rhyming

Phonological AwarenessRF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

Phonics and Word RecognitionRF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

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

CCSS: ELA & Literacy in History/Social Studies,

words

P. Apply grade-level phonics and word analysis skills, including

- producing the primary sounds for each consonant

- reading common high-frequency words by sight

Q, R. Engage effectively in collaborative conversations by

- following agreed upon rules

- continuing a conversation through multiple exchanges

S. Demonstrate understanding of word

Science, & Technical Subjects K-5, CCSS: Kindergarten, Writing

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Speaking and Listening

Comprehension and Collaboration

relationships by

- sorting words into categories

T. Use words and phrases acquired through conversations, reading and being read to, and responding to texts

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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

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

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

2. Integrate and evaluate

information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.K.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 requesting clarification if something is not understood.

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Language

Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

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

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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

5. Demonstrate

understanding of word relationships and nuances in word meanings.

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

L.K.5c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or expression.

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

Narrative Writing: Small Moments

(Week 1, 6 Weeks)

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Writing

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.K.3. Use a combination of drawing,

How do I write stories from my own life?

I can take everyday experiences and craft them into stories told in pictures and words.

A. Prewriting

B. Characteristics of personal narrative: small moments

C. Audience awareness

D. Development of personal narrative writing

- event/linked events

A, B. With guidance and support, use prewriting strategies to

- generate ideas about real experiences

- identify a single event or several loosely linked events

- order ideas

C, D. With guidance and support, draw, dictate, and write a personal

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.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the

- chronological order

- reaction/closure

E. Revision

- response to questions/suggestions

- details

F. Grammar and usage

- upper and lower case letters

- nouns and verbs

- complete sentences

G. Capitalization, punctuation, and spelling

- consonants and vowels

H. Collaborative conversations/accountable

narrative by

- recounting a single event or several loosely linked events

- telling about the events in the order in which they occurred

- providing a reaction to what happened

E. With guidance and support, revise to strengthen writing by

- responding to questions and suggestions from peers

- adding details as needed

F. With guidance and support, write or speak using the conventions of standard English grammar and usage,

information while avoiding plagiarism.


Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W.K.10. (Begins in grade 3)

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Speaking

talk

- agreed-upon rules

- continuing a conversation

I. Writing for a range of task, purpose, and audience

J. General academic and grade-appropriate vocabulary

including

- printing many upper- and lowercase letters

- using frequently occurring nouns and verbs

- producing complete sentences in shared language activities

G. With guidance and support, write using the conventions of standard English capitalization, punctuation, and spelling, including

- writing a letter or letters for most consonant and short-vowel sounds

H. Engage effectively in collaborative conversations by

and Listening

Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.


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

SL.K.1b. Continue a

- following agreed-upon rules

- continuing a conversation through multiple exchanges

I. With guidance and support, draw, dictate, or write developmentally appropriate texts for a range of purposes and audiences, including

- morning message

- signs, lists, and labels

- writer’s notebook

- letters

J. Use words and phrases acquired through conversations, reading and being read to, and responding to

conversation through multiple exchanges.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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


Conventions of Standard English1. Demonstrate command of the

texts

conventions of standard English grammar and usage when writing or speaking.

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

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

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

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

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

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or

expression.


Reading, Thinking, and Talking about Texts

(Week 7, 6 Weeks)


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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

5. Analyze the structure of texts, including how specific sentences,

How can thinking and talking about texts help me as a reader?

Thinking and talking about texts helps me better understand what I have read.

A. Story elements

- character

- setting

- plot/major events

B. Types of texts

- storybooks

- poems and rhymes

C. General features of texts

- storybooks (character, setting, events)

- poems (rhythm, rhyme,


A. Identify characters

A. Identify setting

A. Identify major events

A. Identify characters, setting, and major events through use of discussion, dramatization, and developmentally appropriate writing/drawing

B, C. Identify story books

paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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


RL.K.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 depicts).

shorter text)

D. Illustrations in literary text, including

- pictures/drawings

- photographs

E. Focus of informational text

- individuals

- events

- ideas/information

F. Author/author’s role

G. Illustrator/illustrator’s role

H. Illustrations in

B, C. Identify poems and rhymes

B, C. Identify similarities between stories and poems or rhymes

B, C. Identify differences between stories and poems or rhymes


A, D. Identify story details

A, D. Identify illustrations in a text

A, D. Describe the information obtained from illustrations

A, D. Describe the connection between illustrations and the overall story in which they appear

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Reading: Informational Text


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


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

informational text, including

- pictures/drawings

- photographs

I. Print concepts



- knowledge of alphabet

J. Phonological awareness

- rhyming words

- blending/segmenting onsets and rimes

K. Phonics and word analysis skills

- letter-sound correspondences



E. Identify two individuals in a text

E. Retell two events, ideas, or pieces of information

E. Describe the connection between the two individuals, events, ideas, or pieces of information


F. Identify the author of a text

F. Explain the author’s role in presenting information

With prompting and





L. Collaborative conversations/accountable talk

M. Speaking Skills

- details

- appropriate volume

- clarity

N. General academic and grade-appropriate vocabulary

support

G. Identify the illustrator of a text

G. Explain the illustrator’s role in presenting information


H. Identify illustrations in a text

H. Describe the information obtained from illustrations

H. Describe the relationship between illustrations and the text in which they appear

I. Demonstrate understanding of the organization and basic features of print,



d. Recognize and name all upper- and lowercase letters of the alphabet.



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

Phonics and Word RecognitionRF.K.3. Know and apply grade-level phonics and

including



- identifying and naming all upper- and lowercase letters

J Demonstrate understanding of spoken words, syllables, and sounds by

- recognizing and producing rhyming words

- counting, pronouncing, and segmenting syllables in spoken words

- blending and segmenting onsets and rimes of single-syllable

word analysis skills in decoding words.




8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while

spoken words

K. Apply grade-level phonics and word analysis skills, including



L. Engage effectively in collaborative conversations by


M. Describe people, places, things, and events by

- adding details

- using appropriate

avoiding plagiarism.




SL.K.1. Participate in collaborative conversations with

volume

- expressing ideas clearly

N. Use words and phrases acquired through conversations, reading and being read to, and responding to texts

diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.



6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated

or appropriate.

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



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

phrases based on kindergarten reading and content.

L.K.4a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Opinion Writing: Sharing My Thinking

(Week 7, 6 Weeks)


Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.K.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

How do I tell people how I feel about something?

I can share my feelings and opinions through pictures and words.

A. Prewriting

B. Characteristics of opinion writing: book talk


D. Development of opinion writing

- topic

- opinion/preference

E. Revision

- response to


- identify a topic or book

- identify an opinion or preference

C, D. With guidance and support, draw, dictate, and write an opinion piece by

- telling the topic or name of the book they are writing about

- stating an opinion or preference about the topic or book

are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).



6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W.K.6. With guidance and support from adults, explore a variety of

questions/suggestions

- details

F. Grammar and usage

- upper and lower case letters

- plural nouns

- question words


G. Capitalization, punctuation, and spelling

- capitalization of first word in a sentence

- capitalization of I

- end punctuation


H. Publishing




- ordering ideas

F. With guidance and support, write or speak using the conventions of standard English grammar and usage, including



- forming regular plural nouns by adding /s/

digital tools to produce and publish writing, including in collaboration with peers.



Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of

I. Effective use of technology

- digital formats for publication

J. Collaborative conversations/accountable talk

- ask and answer questions

K. Writing for a range of task, purpose, and audience

L. General academic and grade-appropriate vocabulary

or /es/

- using question words such as who, what, where, when, why, how


G. With guidance and support, write using the conventions of standard English capitalization, punctuation, and spelling, including

- capitalizing the first word in a sentence and the pronoun I

- recognizing and naming end punctuation


tasks, purposes, and audiences.




SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger

H, I. With guidance and support, produce and publish opinion pieces in written or digital format

J. Engage effectively in collaborative conversations by

- asking and answering questions to seek help, get information, or clarify something

K. With guidance and support, draw, dictate, or write developmentally appropriate texts for a range of purposes and audiences, including

- morning message



groups.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

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


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

- learning logs

- letters

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

provide additional detail.


Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


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

L.K.1c. Form regular plural nouns orally by adding /s/ or /es/ (e.g.,

dog, dogs; wish, wishes).





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

L.K.2b. Recognize and

name end punctuation.


L.K.2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or

expression.


Thinking about Similarities and Differences

(Week 13, 6 Weeks)




6. Assess how point of

How does thinking about similarities and differences in texts help me as a reader?

Thinking about similarities and differences helps me see patterns and make connections.

A. Story elements

- character

- setting

- plot/major events

B. Key details

- literary texts

- informational texts

C. How to retell stories/logical sequence


A, B, C. Identify story elements

A, B, C. Identify key details in a story

A, B, C. Retell story events in a logical sequence through use of discussion, dramatization, and developmentally appropriate writing/drawing

With prompting and

view or purpose shapes the content and style of a text.

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

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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

CCSS: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5, CCSS:

D. Author/author’s role

E. Illustrator/illustrator’s role

F. Compare and contrast

G. Main topic

H. How to retell informational text

I. Strategies for determining meaning of unknown words

- rereading

- context

- illustrations


- word relationships, including antonyms

support

D. Identify the author of a text

D. Explain the author’s role in telling the story


E. Identify the illustrator of a text

E. Explain the illustrator’s role in telling the story


A, F. Identify characters in familiar stories

A, F. Identify adventures/experiences of characters in familiar stories

A, F. Compare

Kindergarten, Reading: Informational Text



Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

J. Author’s main point

K. Reasons

L. Information found in Illustrations, descriptions, and procedures

K. Print concepts



L. Phonological awareness

- rhyming words

- blending/segmenting

- initial, medial vowel, and final sounds

characters by identifying similarities in their adventures and experiences

A, F. Contrast characters by identifying the differences in their adventures and experiences


B, G, H. Identify key details in a text

B, G, H. Use key details to identify the main topic of a text

B, G, H. Retell the main topic and key details through use of discussion, dramatization, and writing/drawing

With prompting and

text.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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


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

M. Phonics and word analysis skills



N. Purpose and understanding

O. Collaborative conversations/accountable talk


P. General academic and grade-appropriate vocabulary

support

I. Identify unknown words in a text

I. Ask clarifying questions about unknown words

I. Determine the meaning of unknown words by

- rereading

- using context



- using word relationships, including antonyms


B, J, K. Identify details in a text

descriptions, or procedures).






B, J, K. Identify the author’s main points

B, J, K. Identify reasons/details that support a specific point in a text


F, G, J. Identify two texts on the same topic

F, G, J. Compare two texts by identifying how illustrations, descriptions, or procedures are similar

F, G, J. Contrast two texts by identifying how illustrations, descriptions, or procedures are different

K. Demonstrate understanding of the organization and basic


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

d. Isolate and pronounce the initial, 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/.)


a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most

features of print, including



L. Demonstrate understanding of spoken words, syllables, and sounds by


- blending and segmenting onsets and rimes of single-syllable spoken words

- isolating and pronouncing initial, medial vowel, and final sounds in three-

frequent sound for each consonant.


FluencyRF.K.4.

Read emergent-reader texts with purpose and understanding.



phoneme words

M. Apply grade-level phonics and word analysis skills, including



N. Read emergent texts with purpose and understanding.

O. Engage effectively in collaborative conversations by

- asking and answering questions to seek help, get information, or clarify




SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and

P. Use words and phrases acquired through conversations, reading and being read to, and responding to texts

texts with peers and adults in small and larger groups.




Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and

consulting general and specialized reference materials, as appropriate.

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

5. Demonstrate understanding of word relationships and nuances in word meanings.

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

L.K.5c. Identify real-life connections between words and their use (e.g., note places at

school that are colorful).



Procedural Writing: "How tos..."

(Week 13, 6 Weeks)


2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.K.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.

5. Develop and strengthen writing as needed by planning, revising, editing,

How do I write to teach people how to do something?

I can use words and pictures to show others how to do something.

A. Prewriting

B. Characteristics of informative/explanatory writing: “how tos . . . ”

C. Research process

- topic selection

- inquiry questions

- selection of print, online, and multimedia resources

- information gathering

- presentation of information

D. Audience awareness

E. Development of informative/explanatory writing

A, B, C. With guidance and support, use prewriting strategies to

- identify a topic

- ask a question or questions about the topic

- gather information from print. online, and multimedia sources

- order information

D, E. With guidance and support, draw, dictate, and write an informative/explanatory piece by

- telling the topic

- supplying information about the topic

F. With guidance and support, revise to

rewriting, or trying a new approach.



W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based

- topic

- related information

F. Revision


- details

G. Editing

H. Grammar and usage

- question words

- prepositions


I. Capitalization, punctuation, and spelling

- capitalization of first word in a sentence

strengthen writing by



- ordering ideas

G, H. With guidance and support, edit for the conventions of standard English grammar and usage, including


- using the most frequently occurring prepositions


on focused questions, demonstrating understanding of the subject under investigation.

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




- end punctuation


- phonetic spelling

J. Publishing

K. Speaking /presentation skills

- visual displays

- details


- clarity



G, I. With guidance and support edit for the conventions of standard English capitalization, punctuation, and spelling, including




- spelling simple words phonetically

J, K. With guidance and support, report on a topic by

- naming the topic and supplying related information

- creating a visual display

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.




M. Writing for a range of task, purpose, and audience


to provide additional information

- speaking audibly and expressing ideas clearly


- asking and answering questions to seek help, get information, or clarify

M. With guidance and support, draw, dictate, or write developmentally appropriate texts for a range of purposes and audiences, including

- morning message






Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task,

- learning logs

- letters

- poetry

N. Use words and phrases acquired through conversations, reading and being read to, and responding to texts

purpose, and audience.


5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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

clearly.





L.K.1e. Use the most frequently occurring

prepositions (e.g., to, from, in, out, on, off, for, of, by, with).





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

L.K.2c. Write a letter or letters for most

consonant and short-vowel sounds (phonemes).



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

and content.



Becoming Independent Readers

(Week 19, 6 Weeks)




5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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

How can I use what I know about stories, poems, and informational texts?

I can use what I know about the way stories, poems, and informational texts are written to increase my understanding.

A. Story elements

- character

- setting

- plot/major events

B. Types of texts

- storybooks, including traditional tales

- poems and rhymes

C. General features of texts

- storybooks (character, setting, events)

- poems (rhythm, rhyme, shorter text)

D. Illustrations in literary text, including

- pictures/drawings



A. Identify setting


A. Identify characters, setting, and major events through use of discussion, dramatization, and writing/drawing, including the use of technology

B, C. Identify story books, including traditional tales

B, C. Identify poems and rhymes

B, C. Identify similarities between stories and poems or rhymes

B, C. Identify differences between stories and

poems).


RL.K.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 depicts).


3. Analyze how and why individuals, events, and ideas develop and

- photographs

E. Focus of informational text

- individuals

- events

- ideas/information

F. Author/author’s role

G. Illustrator/illustrator’s role

H. Illustrations in informational text, including

- pictures/drawings

- photographs

I. Print concepts

poems or rhymes


A, D. Identify story details

A, D. Identify illustrations in a text

A, D. Describe the information obtained from illustrations

A, D. Describe the connection between illustrations and the overall story in which they appear


E. Identify two individuals in a text

E. Retell two events, ideas, or pieces of

interact over the course of a text.

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


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



J. Phonological awareness

- rhyming words

- segmenting syllables


K. Phonics and word analysis skills


- vowels/long and short vowel sounds and spellings


- word discrimination

L. Purpose and understanding

information

E. Describe the connection between the two individuals, events, ideas, or pieces of information

F. Identify the author of a text

F. Explain the author’s role in presenting information

G. Identify the illustrator of a text

G. Explain the illustrator’s role in presenting information


H. Identify details in a text





Phonological AwarenessRF.K.2. Demonstrate understanding of spoken

M. Collaborative conversations/accountable talk

N. Speaking Skills

- details


- clarity

O. Word relationships

- categories

- shades of meaning


H. Identify illustrations in a text

H. Describe the information obtained from illustrations

H. Explain how the illustrations support te details in the text

I. Demonstrate understanding of the organization and basic features of print, including


J. Demonstrate understanding of spoken words, syllables, and sounds by

- recognizing and

words, syllables, and sounds (phonemes).


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



a. Demonstrate basic knowledge of letter-sound correspondences

producing rhyming words

- counting, pronouncing, and blending/segmenting syllables in words

- isolating and pronouncing initial, medial vowel, and final sounds in three-phoneme words

K. Apply grade-level phonics and word analysis skills, including


- using knowledge of long and short vowel sounds and their common spellings


by producing the primary or most frequent sound for each consonant.

b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.


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

FluencyRF.K.4.


CCSS: ELA & Literacy in History/Social Studies, Science, & Technical

- distinguishing between similarly spelled words

L. Read emergent texts with purpose and understanding..

M. Engage effectively in collaborative conversations

N. Describe people, places, things, and events by

- adding details

- using appropriate volume

- expressing ideas clearly

O. Demonstrate understanding of word relationships by

Subjects K-5, CCSS: Kindergarten, Writing




Comprehension and Collaboration1. Prepare for and

- defining words by category

- distinguishing shades of meaning


participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.



SL.K.4. Describe familiar people, places, things,

and events and, with prompting and support, provide additional detail.



6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


CCSS: ELA & Literacy in History/Social Studies,

Science, & Technical Subjects K-5, CCSS: Kindergarten, Language


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

L.K.5d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,

speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Narrative Writing: Small Moments Revisited

(Week 19, 6 Weeks)


3. Write narratives to develop real or imagined experiences or events

How do I write small moments from my life?

I can think about the most important parts of my story and stretch those across the pages of my book to share a

A. Prewriting

B. Characteristics of narrative writing: small moments


- identify a single event or several loosely linked events

- identify details

using effective technique, well-chosen details, and well-structured event sequences.

W.K.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.


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

small moment from my life.


D. Development of narrative writing

- event/linked events

- descriptive details

- chronological order

- reaction/closure

E. Revision


- details

F. Editing

G. Grammar and usage

- nouns and verbs

- plural nouns

- order ideas

C, D. With guidance and support, draw, dictate, and write a narrative by

- recounting a single event or several loosely linked events

- using descriptive details

- telling about the events in the order in which they occurred

- providing a reaction to what happened



- adding descriptive

needed.



Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.K.7. Participate in shared research and writing projects (e.g.,


H. Capitalization, punctuation, and spelling

- capitalization of first word in a sentence and I

- end punctuation


- phonetic spelling

I. Publishing

J. Effective use of technology


K. Collaborative conversations/accountable talk

details

F, G. With guidance and support, edit for the conventions of standard English grammar and usage, including


- using frequently occurring nouns and verbs

- forming regular plural nouns by adding /s/ or /es/


F, H. With guidance and support edit for the conventions of standard English capitalization, punctuation, and

explore a number of books by a favorite author and express opinions about them).




Comprehension and

L. Writing for a range of task, purpose, and audience

M. General academic and grade-appropriate vocabulary

spelling, including





I, J. With guidance and support produce and publish a narrative in written or digital format

K. Engage effectively in collaborative conversations

L. With guidance and

Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.



support, draw, dictate, or write developmentally appropriate texts for a range of purposes and audiences, including

- morning message



- learning logs

- letters

- poetry

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





Conventions of Standard English1. Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.


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

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



L.K.2. Demonstrate

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





6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening

at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Reading to Learn About Ourselves and Our World

(Week 25, 6 Weeks)


Key Ideas and Details1. Read closely to determine what the text

How can I read to learn about myself and the world around me?

Reading many different stories and texts helps me learn about myself and the world around me.

A. Function of questions/question words including who, what, when, where, and why

- literary text

B. Key details


A, B. Ask questions about a literary text, including texts read aloud

A, B. Answer questions using key details in a literary text, including

says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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



Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical,

- literary text

C. Story elements

- character

- setting

- plot/major events

D. How to retell stories/logical sequence

E. Strategies for determining meaning of unknown words

- rereading

- context

- illustrations



texts read aloud

A, B. Respond to questions about text both orally and in writing/drawing, including the use of technology


B, C, D. Identify story elements

B, C, D. Identify key details in a story

B, C, D. Retell story events in a logical sequence through use of discussion, dramatization, and writing/drawing, including the use of technology

E. Identify unknown

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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




5. Analyze the structure

- inflections/affixes

F. Multiple meaning words

G. Main topic and key details

H. How to retell informational text

I. Text features

- front cover

- back cover

- title page

J. Compare and contrast

K. Information found in Illustrations, descriptions,

words

E. Ask clarifying questions about words

E. Determine the meaning of unknown words by

- rereading

- using context




- using knowledge of most frequently used inflections and affixes

E, F. Identify new meanings for familiar words and apply them accurately

of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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


RI.K.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).

CCSS: ELA & Literacy in

and procedures

L. Print concepts


M. Phonological awareness

- rhyming words



- making new words

N. Phonics and word analysis skills





G, H. Identify key details in a text

G, H. Use key details to identify the main topic of a text

G, H. Retell the main topic and key details through use of discussion, dramatization, and writing/drawing, including the use of technology

I. Identify the front cover, back cover, and title page of a text


G, J, K, Identify two texts

History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Reading: Foundational Skills







O. Purpose and understanding

P. Collaborative conversations/accountable talk

Q. General academic and grade-appropriate vocabulary

on the same topic

G, J, K. Compare two texts by identifying how illustrations, descriptions, or procedures are similar

G, J, K. Contrast two texts by identifying how illustrations, descriptions, or procedures are different

L. Demonstrate understanding of the organization and basic features of print, including


M. Demonstrate understanding of spoken


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



words, syllables, and sounds by




- adding or substituting individual sounds in simple, one-syllable words to make new words

N. Apply grade-level phonics and word analysis skills, including

- producing the primary sounds for each




FluencyRF.K.4.



8. Gather relevant information from

consonant

- using knowledge of long and short vowel sounds and their common spellings



O. Read emergent texts with purpose and understanding

P. Engage effectively in collaborative conversations

Q. Use words and phrases acquired through conversations, reading and being read to, and responding to

multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.



Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas

texts

and expressing their own clearly and persuasively.


2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.K.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 requesting clarification if something is not understood.





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

when, why, how).



L.K.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.




6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Informative/Explanatory Writing: All About...

(Week 25, 6 Weeks)


2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection,

How do I share factual information with others?

I can write and use pictures to share information on a topic with others.

A. Prewriting

B. Characteristics of informative/explanatory writing: “all about . . . ”

C. Research process

- topic selection

A, B, C. With guidance and support, use prewriting strategies to

- identify a topic

- ask a question or questions about the topic

- gather information from print and multimedia sources

organization, and analysis of content.

W.K.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.



6. Use technology, including the Internet, to

- inquiry questions

- selection of print, online, and multimedia resources

- information gathering

- presentation of information

D. Audience awareness

E. Development of informative/explanatory writing

- topic

- related information

E. Revision


- details

- order information

D, E. With guidance and support, draw, dictate, and write an informative/explanatory piece by

- telling the topic

- supplying information about the topic

F. With guidance and support, revise to strengthen writing by



- ordering ideas

G, H. With guidance and support, edit for the

produce and publish writing and to interact and collaborate with others.



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

G. Editing

H. Grammar and usage

- question words

- prepositions


I. Capitalization, punctuation, and spelling

- capitalization of first word in a sentence and I

- end punctuation


- phonetic spelling

J. Publishing

K. Speaking /presentation skills

conventions of standard English grammar and usage, including



- using the most frequently occurring prepositions


G, I. With guidance and support edit for the conventions of standard English capitalization, punctuation, and spelling, including


- recognizing and




Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with

- visual displays

- details


- clarity



M. Writing for a range of task, purpose, and audience


naming end punctuation



J, K. With guidance and support report on a topic

- name topic and supply related information

- create a visual display to provide additional information

- speak audibly and express ideas clearly


- asking and answering

diverse partners, building on others’ ideas and expressing their own clearly and persuasively.




Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that

questions to seek help, get information, or clarify

M. With guidance and support, draw, dictate, or write developmentally appropriate texts for a range of purposes and audiences, including

- morning message



- learning logs

- letters

- poetry

N. Use words and phrases acquired through conversations, reading and being read to, and responding to

listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.




6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal

texts

English when indicated or appropriate.





L.K.1d. Understand and use question words

(interrogatives) (e.g., who, what, where, when, why, how).

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




L.K.2a. Capitalize the first word in a sentence

and the pronoun I.




6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an

unknown term important to comprehension or expression.


Reading through the Hard Parts

(Week 31, 6 Weeks)




How can I be strong and not give up when I get to hard parts in my reading?

I can use the strategies I have learned to understand words and the meaning of text when I get to a hard part in my reading.

A. Story elements

- character

- setting

- plot/major events

B. Compare and contrast

E. Function of questions/question words including who, what, when, where, and why



A. Identify setting


A. Identify characters, setting, and major events through use of discussion, dramatization, and writing, including the use of technology


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

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

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

CCSS: ELA & Literacy in


F. Key details in informational text

- individuals

- events

- ideas/information

G. Common connections in informational text, including

- cause/effect

- sequence

H. Strategies for determining meaning of unknown words

- rereading

- context

- illustrations


A, B. Identify characters in familiar stories

A, B. Identify adventures/experiences of characters in familiar stories

A, B. Compare characters by identifying similarities in their adventures and experiences

A, B. Contrast characters by identifying the differences in their adventures and experiences


E, F. Ask questions about an informational text, including texts read aloud

History/Social Studies, Science, & Technical Subjects K-5, CCSS: Kindergarten, Reading: Informational Text

Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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


RI.K.3. With prompting and support, describe the connection between



- inflections/affixes

I. Author’s main points

J. Reasons

K. Print concepts


L. Phonological awareness

- rhyming words



- making new words

E, F. Answer questions using key details in an informational text, including texts read aloud

E, F. Respond to questions about text both orally and in writing/drawing, including the use of technology


F, G. Identify two individuals in a text

F, G. Retell two events, ideas, or pieces of information

F, G. Describe the connection between the two individuals, events, ideas, or pieces of information, including cause/effect and

two individuals, events, ideas, or pieces of information in a text.

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RI.K.8. With prompting

M. Phonics and word analysis skills





N. Fluency

O. Collaborative conversations/accountable talk


sequence

H. Identify unknown words

H. Ask clarifying questions about words

H. Determine the meaning of unknown words by

- rereading

- using context




- using knowledge of most frequently used inflections and affixes

With prompting and

and support, identify the reasons an author gives to support points in a text.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

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



support

I, J. Identify details from a text

I, J. Identify the author’s main points

I, J. Identify reasons/details that support a specific point in a text

K. Demonstrate understanding of the organization and basic features of print, including


L. Demonstrate understanding of spoken words, syllables, and sounds by






e. Add or substitute




- adding or substituting individual sounds in simple, one-syllable words to make new words

M. Apply grade-level phonics and word analysis skills, including


- using knowledge of

individual sounds (phonemes) in simple, one-syllable words to make new words.





long and short vowel sounds and their common spellings



N. Read emergent texts with purpose and understanding

O. Engage effectively in collaborative conversations



FluencyRF.K.4.




W.K.8. With guidance and support from adults, recall information from experiences or gather

information from provided sources to answer a question.








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

when, why, how).



L.K.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.




6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Opinion Writing: Developing My Opinion

(Week 31, 6 Weeks)


Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

How do I share my opinions and convince others of my thinking?

I can use reasons to share my opinions with others and get them to think like me.

A. Prewriting

B. Characteristics of opinion writing: persuasive letters and signs


D. Development of opinion


- identify a topic or book

- identify an opinion or preference

- identify a reason for the opinion

- order ideas

evidence.

W.K.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…).



6. Use technology,

writing

- topic

- opinion/preference

E. Revision


- details

F. Editing

G. Grammar and usage

- plural nouns

- question words


H. Capitalization, punctuation, and spelling

- capitalization of first word

C, D. With guidance and support, draw, dictate, and write an opinion piece by

- telling the topic or name of the book they are writing about

- stating an opinion or preference about the topic or book

- supplying a reason for the opinion

- providing a sense of closure



- adding details as

including the Internet, to produce and publish writing and to interact and collaborate with others.



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

in a sentence


- end punctuation


- phonetic spelling

I. Publishing

J. Effective use of technology


K. Collaborative conversations/accountable talk


L. Writing for a range of task, purpose, and audience

needed

- ordering ideas

F, G. With guidance and support, edit for the conventions of standard English grammar and usage, including

- forming regular plural nouns by adding /s/ or /es/



F, H. With guidance and support edit for the conventions of standard English capitalization, punctuation, and spelling, including

opinions about them).




Comprehension and Collaboration1. Prepare for and participate effectively in

M. General academic and grade-appropriate vocabulary





I, J. With guidance and support produce and publish opinion pieces in written or digital format

K. Engage effectively in collaborative conversations by- asking and answering questions to seek help, get information, or clarify

a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.




Presentation of Knowledge and Ideas4. Present information,

L. With guidance and support, draw, dictate, or write developmentally appropriate texts for a range of purposes and audiences, including

- morning message



- learning logs

- letters

- poetry

M. Use words and phrases acquired through conversations, reading and being read to, and responding to texts

findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.




L.K.1. Demonstrate

command of the conventions of standard English grammar and usage when writing or speaking.

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




L.K.2. Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.





6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level;

demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Kindergarten Resources

(Week 1, 36 Weeks)

ELA From Atlas Rubicon

Documents

Transcript of ELA From Atlas Rubicon