FREEHOLD BOROUGH SCHOOL DISTRICT Monmouth County … · i FREEHOLD BOROUGH SCHOOL DISTRICT 280 Park...

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FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: Language Arts

Grade: Kindergarten

Board of Education Adoption Date: June 22, 2015

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Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President Mr. Paul Ceppi

Mrs. Annette Jordan Mr. James Keelan

Mrs. Maureen MacCutcheon Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Supervisor of Assessment & Technology

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Laura Dilworth

Jillian Lazaro

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Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that: ● All people have inherent worth. ● Life-long learning is basic to the survival and advancement of society. ● The primary influence on the individual's development is the family in all its forms. ● Valuing diversity is essential to individual growth and the advancement of society. ● All individuals have strengths and human potential has no known limits. ● Democracy thrives when individuals accept responsibility for their choices. ● Being trustworthy builds trust. ● Creativity and imagination are essential for society to flourish. ● A safe environment is essential for the well-being of the individual and for society to

flourish

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Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives ● Teachers will employ lessons that are aligned to our curriculum and framed utilizing

current research-based methods and techniques that focus on student achievement ● Our lessons will be structured according to statewide and district standards and our

teachers will have flexibility to ensure that lessons meet the needs of all learners ● Units and lessons will be differentiated ● Curriculum is be student focused on success and balances developmental theory and

psychometric standards ● Democratically developed benchmarks and assessments will be utilized to gauge student

and curricular growth. Assessment will be multidimensional and developed according to

student need.

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Table of Contents

Unit/Section Page

Educational Outcomes 1

Core Materials 3

Pacing Guide 5

Unit 1 6

Unit 2 13

Unit 3 21

Unit 4 28

Unit 5 36

Unit 6 44

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Educational Outcome Goals/Course Overview

The Freehold Borough Language Arts curriculum aligns with the Common Core Language Arts

Standards. Freehold Borough’s elementary schools provide an extensive education in Language

Arts literacy.

The Language Arts are integrative, interactive ways of communicating that develop through

reading, writing, speaking, listening and viewing. They are the means through which one is able

to receive information; think logically and creatively; express ideas; and understand and

participate meaningfully in spoken, written, and nonverbal communications. Scientific-based

reading research by the National Reading Panel illustrates there are five important components in

early reading. In addition, a child’s motivation to read and write, as well as their background

knowledge that must be developed so that young students become proficient in literacy across all

content areas.

The presentation of the interrelationship of reading, writing, listening, speaking, and viewing is a

dynamic interactive process. Through the use of direct instruction, modeling, practice and

application, and quality literature, the students will develop the skills necessary to be active

listeners, thoughtful readers, critical thinkers, effective communicators, and collaborators. Our

comprehensive and balanced elementary literacy program includes the following areas and is

based on the Common Core State Standards:

- Phonemic awareness

- Explicit and embedded phonics

- Reading fluency

- Reading comprehension

- Vocabulary development

- Developmental Spelling and word study

- Daily read aloud

- Background knowledge

- Motivation

- Writing workshop

- Small group differentiated instruction

- Guided reading

Every teacher provides our students with a 90-minute uninterrupted reading block plus 50

minutes for writing. Together these blocks of time include language experiences all children

need in order to grow intellectually, socially, and emotionally. During these instructional blocks,

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children focus on the many skills and strategies necessary to lay the foundation to become

readers and writers through whole and small group instruction.

In Kindergarten students engage in many activities that help them develop their oral language

skills through responding to literature. They learn that spoken language is composed of

sequences of sounds through meaningful activities such as having quality literature read to them,

hearing poetry and playing rhyming games. Concepts of print and learning how books “work,”

include being able to hold the book right-side up, identifying the front and back covers and

understanding that print carries messages. This helps young children learn about the world of

print. Our Jumpstart to literacy program emphasizes whole group and small group phonemic

awareness, explicitly taught phonics, and sight word development. Using a multi-sensory

approach, kindergarten students are taught these concepts using movement, chants, props,

pictures, songs, literature and games. Distinctive to the phonics component, is that the sounds of

the letters are associated with a prop/picture and taught first before the introduction of the letter

name; thus moving from the concrete prop to the abstract letter. In addition, kindergarten

students are encouraged to implement the new skills and strategies in small group guided reading

sessions. Just as important is a child’s ability to read those many words that cannot be decoded

using phonics. Therefore, we work on building sight words as a critical part of every reader’s

vocabulary. As students build their bank of sight words and learn to decode well, the focus then

turns to comprehension. Hearing fluent readings modeled allow children to hear not only what

reading should sound like, but it helps children understand the meaning of the text as well. In

Kindergarten we introduce students to important comprehension strategies, e.g., generating and

responding to questions, comparing new information to what is already known, etc. The

knowledge and skills children acquire in kindergarten will serve as a foundation for their later

educational success.

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Core Materials

Unit 1:

Texts: - Jumpstart to Literacy Binders

- Fountas and Pinnell

- Guided Reading Library

- Reading Street Teacher’s Manual

- Basal Readers: “The Little School Bus” • “We Are So Proud!” • “PLAIDYPUS” • “Miss

Bindergarten Takes a Field Trip With Kindergarten” • “SMASH! CRASH!” • “Dig Dig

Digging”

Supplemental Workbooks: - Reading Street Teacher Resources

Unit 2: Texts:

- Jumpstart to Literacy Binders




- Basal Readers: “Flowers” • “Nature Spy” • “Animal Babies in Grasslands” • “Bear

Snores On” • “A Bed for the Winter” • “Jack and the Beanstalk”.

- Daily 5 Book

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Unit 3: Texts:





- Basal Readers: • “Little Panda” • “Little Quack” • “George Washington Visits” •

“Farfallina and Marcel” • “Then and Now” • “The Lion and the Mouse”.

- Daily 5 Book


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Unit 4:





- Basal Readers: “Bunny Day” • “My Lucky Day” • “One Little Mouse” • “Goldilocks and

the Three Bears” • “If You Could Go To Antarctica” • “Abuela”


Unit 5:





- Basal Readers: “Max Takes the Train” • “Mayday! Mayday!” • “Messenger Messenger”

• “Little Engine That Could” • “On The Move!” • “This is the Way We Go To School”


Unit 6: Texts:





- Basal Readers: “Homes Around the World” • “Old MacDonald had a Wood Shop” •

“Building Beavers” • “The Night Worker” • “The House That Tony Lives In” • “Animal

Homes”


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Pacing Guide

Unit Name Anticipated Timeframe

Unit 1 6 weeks (September - mid October)

Unit 2 6 weeks (mid October - December)

Unit 3 6 weeks (December - January)

Unit 4 6 Weeks (February-March)

Unit 5 6 Weeks (Mid March-May)

Unit 6 6 Weeks (Mid May-Mid June)

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Unit Plan Title

Unit 1 Kindergarten Language Arts

Suggested Time Frame Six Weeks (September- Mid October)

Overview / Rationale

What is this unit about? What will students be able to independently use their learning to do? An introduction to the kindergarten community of learners. Students will learn about daily

routines and structures that contribute to a learning environment. They will recognize upper

and lowercase letters of the alphabet and associate consonant sounds with letters. They will

recognize/read his/her name and classmates names and recognize/read color words. Students

will become familiar with rhyming words. They will learn strategies such as using picture

clues and get his/her mouth ready to decode unknown words. They will classify and categorize

information, activate schema before listening to a story and identifying characters in a story.

Stage 1 – Desired Results

Established Goals: Reading Foundational Skills- (RF.K) RF.K.2.a Recognize and produce rhyming words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words

RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words.

RF.K.3.a 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.(This

does not include CVCs ending with /l/, /r/, or /x/.)

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

do, does). Reading for Literature- (RL.K)

RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. 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).

Reading for Information- (RI.K) RI.K.1 With prompting and support, ask and answer questions about key details in a text.

Language- (L.K) L.K.1.a Print many upper- and lowercase letters. L.K.1b Use frequently occurring nouns and verbs. L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the

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concepts the categories represent.

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

that are colorful). Speaking and Listening- (SL.K) SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns

speaking about the topics and texts under discussion). SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,

provide additional detail. Writing-(W.K) 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.

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 needed.

Enduring Understandings: Reading: Letters and sounds go together to

make words. It is important to understand

what I read. The parts of a book include, front

and back cover, title page, pictures and words.

Writing: Good writers use appropriate stroked

and directionality when forming letters.

Speaking and Listening: Listening and

speaking are the processes of communicating,

constructing meaning, and responding to

spoken and nonverbal messages. Language: Rules and conventions of language

help readers understand what is being

communicated.

Essential Questions: Reading: How does symbol discrimination

enable students to become reader? What are

the parts of a book?

Writing:What strokes are needed to become a

proficient printer/writer?

Speaking and Listening: How can discussion

increase our knowledge and understanding of

ideas?

Language: How does reading, writing,

speaking, and listening help us communicate?

Knowledge: Students will know… Reading:

- Develop skills to work and read in a

community of learners.

- Learn daily routines and structures

that contribute to the learning

environment.

- Practice independently learned reading

Skills: Students will be able to… Reading:

- Begin to recognize upper and

lowercase letters of the alphabet.

- Associate consonant sounds with

letters (M, T).

- Associate alphabet sounds with

picture props.

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skills and strategies.

- Recognize upper and lower case

letters.

- Associate consonant letters with

sounds.

- Recognize, read color words.

- Use picture clues to read unknown

words.

- Identify characters in a story.

- Identify high frequency words.

Writing: - Recognize, read and write their names.

- Use a combination of drawing,

dictating, and writing to compose

forms of writing.

Speaking and Listening:

- Get his/her mouth read to decode

unknown words.

- Activate schema before listening to a

story.

- Recognize rhyming words.

- Recognize and produce rhyming

words.

- Count syllables in spoken words.

- Follow directions .

Language:

- Classify and categorize information.

- Recognize/read his/her name and

classmates names.

- Recognize/read color words.

- Use picture clues to read unknown

words.

- Get his/her mouth ready to decode

unknown words.

- Demonstrate basic knowledge of one

to one letter sound correspondence

(M, T).

- Recognize unit high frequency words:

I, am, the, little, a, to, big, red, blue,

yellow, to, a, at.

- Recognizing parts of a book.

Writing: - Use a combination of drawing,

dictating and writing to respond to

literature.

Speaking and Listening: - Recognize and produce rhyming

words.

- Count, pronounce, blend and segment

syllables in spoken word.

Language: - With prompting and support be able to

identify character, setting, sequencing,

classifying and categorizing.

- Follow directions.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged ● T – taught ● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and

contributing citizen and employee. Income and Careers T CRP2. Apply appropriate

academic and technical skills.

Money Management CRP3. Attend to personal health

and financial well-being.

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Credit and Debt Management T CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the

environmental, social and economic

impacts of decisions.

Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility T CRP7. Employ valid and reliable

research strategies. Insuring and Protecting T CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.

9.2 Career Awareness, Exploration,

and Preparation

CRP9. Model integrity, ethical

leadership and effective

management.

x Career Awareness T CRP10. Plan education and career

paths aligned to personal goals. Career Exploration CRP11. Use technology to enhance

productivity.

x Career Preparation CRP12. Work productively in teams

while using cultural global

competence.

Interdisciplinary Connections

Other standards covered:

Math (sequencing, directionality, positional words).

Social Studies (school) Music Physical Movement

Technology

Student Resources

Primary Source

Readings

- Week One: Read “The Little School Bus” skill: character

strategy: using picture cards, retelling.

- Week Two: Read “We Are So Proud!” skill: setting

strategy: retelling.

- Week Three: Read “PLAIDYPUS” skill: sequencing

strategy: retelling, sequencing chart.

- Week Four: Read “Miss Bindergarten Takes a Field Trip

With Kindergarten” skill classify and categorize strategy:

retelling, activate schema, picture sort.

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- Week Five: Read SMASH! CRASH! skill: character

strategy: inference, retelling.

- Week Six: Read “Dig Dig Digging” skill: classify and

categorize Strategy: retell and review.

Secondary Source

Readings

Supporting Text pages

Teacher Resources





- Basal Readers: “The Little School Bus” • “We Are So Proud!” • “PLAIDYPUS” •

“Miss Bindergarten Takes a Field Trip With Kindergarten” • “SMASH! CRASH!” •

“Dig Dig Digging”


Websites: - Readingworks.org

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

- https://www.readinga-z.com/

- www.starfall.com

- http://www.carlscorner.us.com/

- Pearsonsuccessnet.com

Worksheets:

Videos: - Captial & Lower Case Letters:

https://jr.brainpop.com/readingandwriting/sentence/capitalandlowercase/

- Characters: https://jr.brainpop.com/readingandwriting/storyelements/character/

- Listening & Speaking:

https://jr.brainpop.com/readingandwriting/communication/listeningandspeaking/

- Rhyming Words: https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/

- Nouns: https://jr.brainpop.com/readingandwriting/word/nouns/

Stage 2 – Assessment Evidence

Performance Task(s): Other Evidence:

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

https://www.readinga-z.com/

http://www.starfall.com/

http://www.carlscorner.us.com/


https://jr.brainpop.com/readingandwriting/storyelements/character/


https://jr.brainpop.com/readingandwriting/phonics/rhymingwords/

https://jr.brainpop.com/readingandwriting/word/nouns/

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- Reading Street Unit Benchmark

assessment

- Letter, Letter Sound, and Word

identification assessment.

- Freehold Borough Kindergarten Sight

Word assessment.

- Teacher observation

- Student Activities

- Teacher made checklist

- Running Records (if applicable)

- Reading Street weekly assessment

Stage 3 – Learning Plan

Instructional

Strategies Descriptions

Suggested

Learning

Activities

- Week One:

- Read “The Little School Bus” skill: character strategy:

using picture cards, retelling.

- Letter Sound Recognition: Introduce Jumpstart Props A-

G

- Phonological Awareness: Rhyming Words

- Grammar: Saying Your Own Name

- Vocabulary: Amazing Words

- High Frequency Words: I, am, red

- Week Two:

- Read “We Are So Proud!” skill: setting strategy: retelling.

- Letter Sound Recognition: Introduce Jumpstart Props H-L

- Phonological Awareness: Syllables.

- Grammar: Writing our Names


- High Frequency Words: I, am, blue

- Week Three:

- Read “PLAIDYPUS” skill: sequencing strategy: retelling,

sequencing chart.

- Letter Sound Recognition: Introduce Jumpstart Props M-

Q

- Phonological Awareness: Sound Discrimination

- Grammar: What We Look Like


- High Frequency Words: the, little, yellow

- Week Four:

- Read “Miss Bindergarten Takes a Field Trip With

Kindergarten” skill classify and categorize strategy:

retelling, activate schema, picture sort.

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- Letter Sound Recognition: Introduce Jumpstart Props: R-

V

- Phonological Awareness: Initial Sounds

- Grammar: What We Can Do


- High Frequency Words: the, little, big

- Week Five:

- Read SMASH! CRASH! skill: character strategy:

inference, retelling.

- Letter Sound Recognition: Introduce Jumpstart props X-Z

- Phonics: Mm, /M/

- Phonological Awareness: /M/

- Grammar: Nouns for people and animals


- High Frequency Words: to, a, at

- Week Six:

- Read “Dig Dig Digging” skill: classify and categorize

Strategy: retell and review.

- Phonics: Tt, /T/

- Phonological Awareness: /T/

- Grammar: Nouns for places and things



Modifications Special Education Students:

How to Adapt Your Teaching Strategies to Student Needs

English Language Learners:

How to adapt lessons for ELL students by Dr. Denise Furlong

Students at Risk of Failure:

Modifications and Accomodations for At Risk Students

Gifted Students: Gifted Students Modifications

D indicates differentiation at the lesson level

http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs

https://drive.google.com/a/freeholdboro.k12.nj.us/file/d/0BytNJjFPyeFOeEptdDdJSXFaSHc/view?usp=sharing

https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

http://www.nagc.org/resources-publications/resources/timely-topics/common-core-state-standards-national-science-0

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Unit Plan Title


Suggested Time Frame Six Weeks (Mid October - December)


What is this unit about? What will students be able to independently use their learning to do? Students will learn initial and medial sounds. They will be introduced to unit high frequency

words. Students will learn compare and contrast and main idea. Student will learn about

making connections to text. They will revisit character, setting and sequencing. Students will

distinguish between realism and fantasy. They will learn to answer and ask questions about

key details in a story. Students will become aware of verbs and adjectives. Students will

participate in shared research and writing projects. Students will learn to take a picture walk to

activate schema to help comprehend a story.


Established Goals: Reading Foundational Skills- (RF.K) RF.K.1.b Recognize that spoken words are represented in written language by specific

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

RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words. RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to

make new words.



does not include CVCs ending with /l/, /r/, or /x/.)

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

do, does).

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

that differ. Reading for Literature- (RL.K) RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Reading for Information- (RI.K)

RI.K.2 With prompting and support, identify the main topic and retell key details 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.5 Identify the front cover, back cover, and title page of a book. RI.K.7 With prompting and support, describe the relationship between illustrations and the

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text in which they appear (e.g., what person, place, thing, or idea in the text an illustration

depicts).

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). Language- (L.K) L.K.1.a Print many upper- and lowercase letters. L.K.1.b Use frequently occurring nouns and verbs.

L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). L.K.2.a Capitalize the first word in a sentence and the pronoun I L.K.2.b Recognize and name end punctuation. L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes). L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating

them to their opposites (antonyms).


that are colorful).

Speaking and Listening- (SL.K) SL.K.1.b Continue a conversation through multiple exchanges.

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.

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,

provide additional detail. Writing-(W.K)

W.K.2 Use a combination of drawing, dictating, and writing to compose


some information about the topic. 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 needed. 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).

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

information from provided sources to answer a question.

Enduring Understandings: Reading: Strategies help us better understand

what we read. Good readers associate sound

with letters. Readers use strategies to decode

Essential Questions: Reading: How are sound/letter relationships

linked to reading? Why are strategies

important as we read? What can readers’ use

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words.

Writing: Good writers develop their ideas for

communication. Good writers use

appropriate capitalization, punctuation, and

spaces.




spoken and nonverbal messages.

Language: Rules and conventions of

language help one understand what is being

communicated.

to decode words?

Writing: What strokes and word and letter

spacing are needed to become proficient

writers? How does capitalization, end marks,

and word discrimination help us become

fluent writers?

Speaking and Listening:Why is it important to

understand and follow directions? How can

discussion increase our knowledge and

understanding of ideas and feelings?

Language: Why is important to communicate

in complete sentences?

Knowledge: Students will know… Reading:

- Practice independently learned reading



- Identify initial and medial sounds.

- Identify character and setting of a

story.

Writing:

- Write and spell high frequency words.



forms of writing.


- Ask questions.

- Answer questions.

Language:

- Activate schema.

- Make connections.

- Identify adjectives.

Skills: Students will be able to… Reading:

- Isolate and pronounce initial and final

sounds.

- Discriminate sounds and oral

blending.

- Apply grade level phonics /phonemic

awareness skills.

- With prompting and support

understand plot within a text.

- Actively engage in group reading

activities with purpose and

understanding.

- With prompting and support get their

mouth ready to decode a word.

- Recognize unit high frequency words

(have, is, it, we, my, like, play, he, for,

in).

Writing: - Actively engage in group writing


understanding.

Speaking and Listening: - With prompting and support will be

able to draw conclusions.

- With prompting and support, ask and

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answer questions about unknown

words in a text.



words in a text.

- With promoting and support ask and

answer questions about text.

Language: - With prompting and support

understand cause and effect within

text.

- With prompting and support take a

picture walk to activate schema.



21st Century Themes




9.1 Personal Financial Literacy T CRP1. Act as a responsible and

contributing citizen and employee.

x Income and Careers T CRP2. Apply appropriate


Money Management T CRP3. Attend to personal health


Credit and Debt Management T CRP4. Communicate clearly and

effectively and with reason. Planning, Saving, and Investing T CRP5. Consider the



x Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility T CRP7. Employ valid and reliable

research strategies. Insuring and Protecting T CRP8. Utilize critical thinking to




and Preparation

T CRP9. Model integrity, ethical


management.

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x Career Awareness T CRP10. Plan education and career

paths aligned to personal goals.

x Career Exploration T CRP11. Use technology to enhance

productivity. Career Preparation T CRP12. Work productively in teams


competence.


Other standards covered: Math (sequencing, directionality, positional words, counting).

Social Studies (geography, habitats) Science (living things, animals, habitats)

Music

Physical Movement Technology

Student Resources

Primary Source

Readings

- Week One: Read “Flowers” skill: compare and contrast

strategy: retelling, answering questions.

- Week Two: Read “Nature Spy” skill: setting strategy:

retelling, asking and answering questions.

- Week Three: Read “Animal Babies in Grasslands” skill:

Main idea strategy: retell, listening for information.

- Week Four: Read “Bear Snores On” skill: Realism and

Fantasy strategy: retell, making connections.

- Week Five: Read “A bed For the Winter” skill:

sequencing strategy: retelling, making connections.

- Week Six: Read “ Jack and the Beanstalk” skill Realism

and 6 weeks Fantasy strategy: retell, making connections.

Secondary Source

Readings


Teacher Resources





- Basal Readers: “Flowers” • “Nature Spy” • “Animal Babies in Grasslands” • “Bear

18

Snores On” • “A Bed for the Winter” • “Jack and the Beanstalk”.

- Daily 5 Book





- www.starfall.com



Worksheets:

Videos: - Plot: https://jr.brainpop.com/readingandwriting/storyelements/plot/

- Possessive Nouns: https://jr.brainpop.com/readingandwriting/word/possessivenouns/

- Sequence: https://jr.brainpop.com/readingandwriting/comprehension/sequence/

- Setting: https://jr.brainpop.com/readingandwriting/storyelements/setting/

- Adjectives: https://jr.brainpop.com/readingandwriting/word/adjectivesandadverbs/


Performance Task(s):


assessment




Word assessment.

Other Evidence:







Instructional

Strategies

Descriptions

Suggested

Learning

- Week One:

- Read “Flowers” skill: compare and contrast strategy:





https://jr.brainpop.com/readingandwriting/storyelements/plot/

https://jr.brainpop.com/readingandwriting/word/possessivenouns/

https://jr.brainpop.com/readingandwriting/comprehension/sequence/

https://jr.brainpop.com/readingandwriting/storyelements/setting/

19

Activities retelling, answering questions..

- Phonics: a, /a/

- Phonological Awareness: /a/

- Grammar: Nouns for more than one


- High Frequency Words: have, is, it

- Week Two:

- Read “Nature Spy” skill: setting strategy: retelling, asking

and answering questions.

- Phonics: Ss, /s/

- Phonological Awareness: /s/

- Grammar: Proper Nouns


- High Frequency Words: and, went

- Week Three:

- Read “Animal Babies in Grasslands” skill: Main idea

strategy: retell, listening for information.

- Phonics: Pp, /p/

- Phonological Awareness: /p/

- Grammar: Adjectives for colors and shapes


- High Frequency Words: we, my, like

- Week Four:

- Read “A bed For the Winter” skill: sequencing strategy:

retelling, making connections.

- Phonics: Cc, /k/

- Phonological Awareness: /k/

- Grammar: Adjectives for sizes and numbers


- High Frequency Words: yes, no, play

- Week Five:

- Read SMASH! CRASH! skill: character strategy:

inference, retelling.

- Phonics: Ii, /i/

- Phonological Awareness: /i/

- Grammar: Adjectives for opposites


- High Frequency Words: he, for, in

- Week Six:

- Read “ Jack and the Beanstalk” skill Realism and 6 weeks

Fantasy strategy: retell, making connections.

- Phonics: Ii, /i/

20

- Phonological Awareness: /i/

- Grammar: Adjectives















21

Unit Plan Title


Suggested Time Frame Six Weeks (December- January)


What is this unit about? What will students be able to independently use their learning to do? This unit will focus on initial and final consonant sounds, oral blending and segmenting

phonemes. They will continue to learn unit high frequency words. Students will learn cause

and effect, compare and contrast, plot and drawing conclusions. Students will recite rhymes.

They will continue to learn about verbs and sequencing. They will use a combination of

drawing, dictating and writing to compose an opinion piece. Students will get their mouths

ready to decode unknown words. Students will activate schema before listening to a story.


Established Goals: Reading Foundational Skills- (RF.K) RF.K.1.b Recognize that spoken words are represented in written language by specific

sequences of letters.

RF.K.2.a Recognize and produce rhyming words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

three-phoneme (consonant-vowel-consonant, or CVC) words. RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to

make new words.



does not include CVCs ending with /l/, /r/, or /x/.) RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are,

do, does). Reading for Literature- (RL.K)

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of

characters in familiar stories.

Reading for Information- (RI.K)

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

RI.K.5 Identify the front cover, back cover, and title page of a book. Language- (L.K) L.K.1.b Use frequently occurring nouns and verbs.

22

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

L.K.4.b 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. L.K.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating

them to their opposites (antonyms). L.K.5.c Identify real-life connections between words and their use (e.g., note places at school

that are colorful).

L.K.5.d Distinguish shades of meaning among verbs describing the same general action (e.g.,

walk, march, strut, prance) by acting out the meanings. Speaking and Listening- (SL.K) SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns

speaking about the topics and texts under discussion).

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

provide additional detail. Writing-(W.K)

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...).

W.K.2 Use a combination of drawing, dictating, and writing to compose


some information about the topic. W.K.5 With guidance and support from adults, respond to questions and suggestions from

peers and add details to strengthen writing as needed.

Enduring Understandings: Reading: Readers develop a deeper

understanding through reflection of text.

Students will understand that words are easier

to read if they make sound symbol

connections.

Writing: Good writers use appropriate

capitalization, punctuation, and spaces. Good

writers develop their own ideas for

communication.




spoken and nonverbal messages.

Essential Questions: Reading: How can books teach us about

other ideas, people, places and things? How

do readers reflect and respond? How do I

identify sound-symbol relationships for

beginning words?

Writing: What strokes and word and letter

spacings are needed to become proficient

writers? Why do good writers develop their

ideas for communication?

Speaking and Listening: How can discussion

increase our knowledge and understanding of

ideas and feelings? When and how is it

appropriate to ask questions? Why is it

23

Language: We get information from pictures

and words. Rules and conventions of

language help one understand what is being

communicated.

important to understand and follow

directions?

Language: Why is it important to

communicate in complete sentences?

Knowledge: Students will know…

Reading: - Practice independently learned reading



- Identify initial and medial sounds.

- Compare and contrast stories.

- Oral blending of sounds.

Writing: - Write and spell high frequency words.



forms of writing.

- Drawing, dictating, and writing

opinion pieces.


- Ask questions.

- Answer questions.

-

Language: - Activate schema.

- Make connections.

- Identify verbs.

Skills: Students will be able to…

Reading: - Isolate and pronounce initial and final

sounds.

- Discriminate sounds and oral

blending.

- Apply grade level phonics /phonemic

awareness skills.

- With prompting and support

understand plot within a text.

- Actively engage in group reading


understanding.

- With prompting and support get their

mouth ready to decode a word.

- Recognize unit high frequency words

(have, is, it, we, my, like, play, he, for,

in).

Writing:

- Actively engage in group writing


understanding.

Speaking and Listening: - With prompting and support will be

able to draw conclusions.



words in a text.



words in a text.


Check ALL that apply – Indicate whether these skills are:

24

21st Century Themes





E Income and Careers T CRP2. Apply appropriate


Money Management T CRP3. Attend to personal health

and financial well-being. Credit and Debt Management T CRP4. Communicate clearly and

effectively and with reason. Planning, Saving, and Investing T CRP5. Consider the



E Becoming a Critical Consumer T CRP6. Demonstrate creativity and

innovation. Civic Financial Responsibility T CRP7. Employ valid and reliable

research strategies.

E Insuring and Protecting T CRP8. Utilize critical thinking to




and Preparation

T CRP9. Model integrity, ethical


management.

T Career Awareness T CRP10. Plan education and career

paths aligned to personal goals.

E Career Exploration T CRP11. Use technology to enhance

productivity.

T Career Preparation T CRP12. Work productively in teams


competence.


Other standards covered: Math (sequencing, directionality, positional words, counting, measurement). Social Studies (geography, US Presidents) Science (living things, animals, habitats, growing)

Music

Physical Movement

Technology

25

Student Resources

Primary Source

Readings

Week 1: Read “Little Panda” skill: compare and contrast

strategy: making connections, using picture clues. Week 2: Read “Little Quack” skill: Plot strategy: making

connections, predictions

Week 3: Read “George Washington Visits” skill: cause and

effect strategy: monitor and clarifying. Week 4: Read “Farfallina and Marcel” skill: plot, sequencing

Strategy: retelling 6 weeks. Week 5: Read “Then and Now” skill: draw conclusions strategy:

background knowledge, making connections. Week 6: Read: “The Lion and The Mouse” skill: main idea

strategy: making and confirming predictions

Secondary Source

Readings


Teacher Resources





- Basal Readers: • “Little Panda” • “Little Quack” • “George Washington Visits” •

“Farfallina and Marcel” • “Then and Now” • “The Lion and the Mouse”.

- Daily 5 Book





- www.starfall.com



Worksheets:

Videos: - Cause and Effect:

https://jr.brainpop.com/readingandwriting/comprehension/causeandeffect/





https://jr.brainpop.com/readingandwriting/comprehension/causeandeffect/

26

- Choosing a Book:

https://jr.brainpop.com/readingandwriting/readingskills/choosingabook/

- Making Inferences:

https://jr.brainpop.com/readingandwriting/comprehension/makeinferences/

- Short Vowels: https://jr.brainpop.com/readingandwriting/phonics/shortvowels/

- Subject/Verb Agreement:

https://jr.brainpop.com/readingandwriting/sentence/subjectandverbagreement/

- Tenses: https://jr.brainpop.com/readingandwriting/sentence/tenses/

- Types of Sentences:

https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/

- Verbs: https://jr.brainpop.com/readingandwriting/word/verbs/

- Writing About Yourself:

https://jr.brainpop.com/readingandwriting/writing/writingaboutyourself/


Performance Task(s):


assessment




Word assessment.

Other Evidence:







Instructional


Suggested

Learning

Activities





https://jr.brainpop.com/readingandwriting/readingskills/choosingabook/

https://jr.brainpop.com/readingandwriting/comprehension/makeinferences/

https://jr.brainpop.com/readingandwriting/phonics/shortvowels/

https://jr.brainpop.com/readingandwriting/sentence/subjectandverbagreement/

https://jr.brainpop.com/readingandwriting/sentence/tenses/

https://jr.brainpop.com/readingandwriting/sentence/typesofsentences/

https://jr.brainpop.com/readingandwriting/word/verbs/



27







28

Unit Plan Title

Unit 4 Kindergarten Curriculum

Suggested Time Frame Six Weeks (February-Mid March)


What is this unit about? What will students be able to independently use their learning to do? Students will learn initial, medial and final sounds. Students will be practicing reading

comprehension via preview and predict, recall and retell, compare and contras, sequencing,

cause and effect, character, setting, classify and categorize and sequence. They will be

incorporating writing into their daily lessons by creating sentences, concentrating on grammar,

labeling and phonetic spelling. They will identify sounds that are the same and different,

segment words into sounds, count syllables in words, recognize and produce rhyming words and

segment and blend onset and rime. Students will be able to identify the following skills: set

purpose for reading, activate and use prior knowledge, use fix-up strategies, recognize story

structure and retell stories including characters, setting and plot. They will learn to identify

rhyming words.


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).

Reading for Information- (RI.K) RI.K.1 With prompting and support, ask and answer questions about key details in a text. Language- (L.K)

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

L.K.1b Use frequently occurring nouns and verbs. L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts

the categories represent.


that are colorful).

Speaking and Listening- (SL.K) SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns

speaking about the topics and texts under discussion). SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,

provide additional detail.

Writing-(W.K) Established Goals:

Reading Foundational Skills- (RF.K)

RF.K.2.a Recognize and produce rhyming words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.

29

RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-

phoneme (consonant-vowel-consonant, or CVC) words.


producing the primary sound or many of the most frequent sounds for each consonant.(This does

not include CVCs ending with /l/, /r/, or /x/.) RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,

does).

Reading for Literature- (RL.K) RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

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. 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 needed.

Enduring Understandings: Reading: Readers use strategies to construct

meaning. Authors write with different purposes

in mind. Readers use comprehension strategies

to help understand important ideas in the text. Writing: Students generate a list of facts about

the classroom to compile into a class written

text. Students will blend words with digraphs

to spell and read. Students’ high frequency

words will be memorized.

Speaking and Listening: Students will

interview a partner. Students will learn to

blend to read fluently

Language: Students will use key word cards to

memorize digraphs.

Essential Questions: Reading:Which connections help most to

increase understanding of a text?How does

thinking about the author’s purpose and

message deepen understanding? Writing: How do students write and punctuate

sentences? How is a list of facts helpful as a

writing focus?

Speaking and Listening: How is an interview

helpful as a writing prompt/tool? How is

making an observation helpful in generating

facts? Language: How and what are digraphs? How

are digraphs used to spell and read words?

Knowledge: Students will know…

Reading Recognize unit high frequency words. Identify initial, medial and final consonants.

Demonstrate basic knowledge of one to one

Skills: Students will be able to…

Reading explore text features of expository fiction

identify what they learn from a non-fiction

book

30

letter correspondence.

With prompting and support be able to identify

author and illustrator. With prompting and support be able to

sequence events in a story. With prompting and support be able to classify

and categorize.

With prompting and support be able to write a

telling sentence using capital letter and a

period. With prompting and support identify rhyming

words

Memorized high frequency words

Writing

they are authors and will be sharing their work Speaking and Listening

How to blend, read and spell three-sound

words with digraphs

Language That “ck” is uses only at the end of a word That “wh” is used only at the beginning of a

word

Use “wondering” to help them understand a

non-fiction book

Understand that non-fiction books often

contain photographs to help explain the text compare fiction and nonfiction texts Discuss and solve problems that arise in their

work together

Make observations and generate facts read high frequency words (Sight Words) Writing: Write and punctuate sentences Speaking and Listening

Use the prompts “I found out” and “I want to

know”

Language Blend to read and spell three-sound words with

digraphs Use /ck/ and /wh/ correctly in spelling words

and placement



21st Century Themes






Income and Careers CRP2. Apply appropriate academic

and technical skills. Money Management CRP3. Attend to personal health


Credit and Debt Management CRP4. Communicate clearly and


Planning, Saving, and Investing CRP5. Consider the environmental,

social and economic impacts of

31

decisions.

Becoming a Critical Consumer CRP6. Demonstrate creativity and

innovation. Civic Financial Responsibility CRP7. Employ valid and reliable


Insuring and Protecting CRP8. Utilize critical thinking to



9.2 Career Awareness, Exploration, and

Preparation


leadership and effective management.

Career Awareness CRP10. Plan education and career


productivity.

Career Preparation CRP12. Work productively in teams


competence.



Social Studies Music

Physcial Movement Technology

Student Resources

Primary Source

Readings

Week 1: Read “Bunny Day” Skill: Sequence, Strategy: Recall and

Retell

Week 2: Read “My Lucky Day” skill: Cause and Effect. Strategy:

Use Illustrations

Week 3:Read “One Little Mouse” skill: sequencing Strategy:

retelling Week 4: Read “Goldilocks and the Three Bears” Skill: identify

character Strategy: inference, retelling Week 5: Read “ If You Could Go To Antarctica” skill: classify and

categorize strategy: retell and review Week 6: Read “Abuela” skill: setting strategy: visualize

Secondary Source

32

Readings


Teacher Resources

Reading Street Jump Start to Literacy Binders Guided Reading Library Fountas and Pinnell

pearsonsuccessnet.com readingworks.org Reading a-z Bunny Day My Lucky Day

One Little Mouse

Goldilocks and the Three Bears

If you Could Go to Antarctica Abuela

Daily 5 Book Supplemental Workbooks:

- Reading Street Teacher Resources




- www.starfall.com



Worksheets:







- Nouns: https://jr.brainpop.com/readingandwriting/word/noun










33


- Performance Task(s):

Reading Street Unit Benchmark

assessment




Word assessment.

- Other Evidence:

Teacher observation






Instructional


Suggested

Learning

Activities

- Week One:

- Read “Bunny Day” skill: sequence: using preview and

predict

- Letter Sound Recognition: Review Jumpstart Props Hh

- Phonological Awareness: phoneme isolation /h/, oral

blending, phoneme segmentation

- Grammar: naming parts


- High Frequency Words: are, that do

- Week Two:

- Read “My Lucky Day” skill: Plot strategy: use illustrations,

recall and retell.

- Letter Sound Recognition: Review Jumpstart Props L

- Phonological Awareness: phoneme isolation, oral blending,

phoneme segmentation.

- Grammar: action parts


- High Frequency Words: are, that, do

- Week Three:

- Read “One Little Mouse” skill: sequencing strategy:

preview and predict, recall and retell.

- Letter Sound Recognition: Review Jumpstart Props,

consonant blends

- Phonological Awareness: phoneme isolation,

34

discrimination and segmentation

- Grammar: complete sentences


- High Frequency Words: one, two, three, four, five

- Week Four:

- Read “Goldilocks and the Three Bears” skill character

strategy: preview and predict, recall and retell

- Letter Sound Recognition: Review Jumpstart Props: G


phoneme segmentation

- Grammar: Telling Sentences


- High Frequency Words: one, two, three, four, five

- Week Five:

- Read If You Could Go To Antarctica skill: classifyand

categorize strategy: text features, recall and retell

- Letter Sound Recognition: Review Jumpstart props E

- Phonics: Ee

- Phonological Awareness: /E/

- Grammar: Uppercase Letters and Periods


- High Frequency Words: here, go, from

- Week Six:

- Read “Abuela” skill: Setting Strategy: preview and predict

- Phonics: Ee

- Phonological Awareness: /E/

- Grammar: Pronoun I


- High Frequency Words: here, go, from







Gifted Students:




35

Gifted Students Modifications



36

Unit Plan Title


Suggested Time Frame 6 weeks (Mid March-May)


Students will learn initial, medial sounds. Students will be able to segment phonemes. They will

be introduced to the unit high frequency words. Students will revisit purpose for understanding,

cause and effect, character, setting, classify and categorize when reading a story. They will

review drawing conclusions, main idea, realism, and fantasy. They will learn to write complete

sentences using capital letters and question marks. They will discuss author’s purpose. They

will learn to identify rhyming words in connection with poetry. Introduce parts of speech, nouns

and verbs.


Reading Foundational Skills- (RF.K)

RF.K.2.a Recognize and produce rhyming words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words

RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-



producing the primaEstablished Goals: Reading Foundational Skills- (RF.K) RF.K.2.a Recognize and produce rhyming words.

RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-

phoneme (consonant-vowel-consonant, or CVC) words. RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by


37

not include CVCs ending with /l/, /r/, or /x/.)

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

does). Reading for Literature- (RL.K) RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,

provide additional detail. Writing-(W.K) Established Goals: ry sound or many of the most frequent sounds for each consonant.(This does not include CVCs

ending with /l/, /r/, or /x/.) RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do,

does).

Reading for Literature- (RL.K)

RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story.





reaction to what happened. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers


Enduring Understandings: Reading: Use text features to help me

understand and learn from nonfiction. Writing: Draw and write about

visualizations. Use sentence frames for

students to proofread work.

Speaking and Listening: Follow class

routine and procedures for Read Aloud and

turn and talk. Hear, visualize, discuss and

act out poems. Use new vocabulary in my

speaking. Language: Use white board for student to

write dictated words and sentences.

Essential Questions: Reading: How do I learn from nonfiction?

How do I use connections to help me

understand a nonfiction book? Writing: How will students proofread their

work for punctuation, capitalization and

spelling? Speaking and Listening: How do I take

responsibility for my learning and

behavior? How do I use new vocabulary in

my everyday life? Language: How will students create and

write sentences from dictation?

38

Knowledge: Reading: procedures for read aloud and turn

and talk. what text features are Writing: procedures for free writing time. how

to write a sentence using the strategy of

“blending”. how to proofread work for

capitalization, spelling, and punctuation

Speaking and Listening: Prompts for

discussing one another’s writing.

Language: Classify and categorize information.

Skills: Reading: Informally explore repetition. Make

connections to nonfiction. Identify what they

learn from nonfiction. Writing: Explore descriptive words in a poem

Explore movement words in a poem. Explore

color words in a poem. write and draw freely.

Write and draw about visualizations. Write a

poem about a simple subject (animal, food)

Share and reflect on writing

Speaking and Listening: Hear, visualize,

discuss and act out poems. Explore interesting

words in a poem. contribute to shared writing Language: Move around room responsibly.

work in pairs. wonder about a nonfiction book.

use the prompt “ I imagined”. .Write sentences

from dictation using tapping proofread written

work for spelling, punctuation and

capitalization



21st Century Themes






Income and Careers T CRP2. Apply appropriate academic

and technical skills.






decisions.

39


innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable

research strategies. Insuring and Protecting CRP8. Utilize critical thinking to




Preparation


leadership and effective management. Career Awareness CRP10. Plan education and career


productivity.



competence.



Social Studies Music

Physical Movement Technology

Student Resources

Primary Source

Readings

Week 1: Read “Max Takes the Train” Skill: Realism and Fantasy,

Strategy: Preview and Predict Week 2: Read “Mayday! Mayday!” skill: Cause and Effect.

Strategy: monitor and clarifying Week 3:Read “Messenger Messenger” skill: Compare and

Contrast Strategy: retelling Week 4: Read “Little Engine That Could” Skill: identify character

Strategy: inference, retelling Week 5: Read “ On The Move!” skill: main idea. strategy: making

and confirming predictions

Week 6: Read “This is the Way We Go” skill: Draw Conclusions.

strategy: backround knowledge.

Secondary Source

40

Readings


Teacher Resources

Reading Street Jump Start to Literacy Binders Guided Reading Library Fountas and Pinnell

pearsonsuccessnet.com readingworks.org Reading a-z Max Takes the Train Mayday! Mayday!

Messenger, Messenger

Little Engine that Could

On the Move! This is the Way we Go!






- www.starfall.com



Worksheets:

















41




assessment




Word assessment.

- Other Evidence:

Teacher observation






Instructional


Suggested

Learning

Activities

- Week One:

- Read “Max Takes the Train” skill: Realism and Fantasy:

retelling and predictions

- Letter Sound Recognition: Review Jumpstart Props Jj and

Ww

- Phonological Awareness: phoneme isolation /j/, /w/ oral




- High Frequency Words: yellow, blue, green

- Week Two:

- Read “Mayday! Mayday!” skill: Cause and Effect strategy:

use illustrations, recall and retell.

- Letter Sound Recognition: Review Jumpstart Props Xx





- High Frequency Words: yellow, blue, green

- Week Three:

- Read “Messenger, Messenger” skill: Compare and Contrast

strategy: retelling, answering questions

- Letter Sound Recognition: Review Jumpstart Props, Uu


42




- High Frequency Words: what, said, was

- Week Four:

- Read “Little Engine that Could” skill Plot strategy: retelling

- Letter Sound Recognition: Review Jumpstart Props: Uu





- High Frequency Words: what, said, was

- Week Five:

- Read “On the Move” skill: Main Idea strategy: recall and

listening for information

- Letter Sound Recognition: Review Jumpstart props Vv and

Zz

- Phonics: Vv and Zz

- Phonological Awareness: /V/, /Z/



- High Frequency Words: Where, Come

- Week Six:

- Read “This is the Way We Go” skill:

- Draw Conclusions. Strategy: background knowledge,

making connections.

- Phonics: Vv and Zz

- Phonological Awareness: /V/, /Z/



- High Frequency Words: Where, Come








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Unit Plan Title


Suggested Time Frame 6 weeks (May-June)


Students will hear and discuss examples of opinion writing. They will learn what an opinion is,

generate opinions and support their thinking. Students will think about books and stories they

liked and wrote this year. They answer questions to understand stories and consider other ways

to understand stories. They will continue to develop listening skills and sharing ideas with one

another. They will analyze the effect of their behavior on others. They will reflect on what they

enjoyed about writing this year and thing about writing over the summer. Reflect on

relationships to others and expressing interest in other’s writing. Students will recognize

sentence structure and will proof read to check for punctuation, spelling and capitalization.


Established Goals: Reading Foundational Skills- (RF.K) RF.K.2.a Recognize and produce rhyming words.

RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-




not include CVCs ending with /l/, /r/, or /x/.)


does).

Reading for Literature- (RL.K)

RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support,

provide additional detail. Writing-(W.K) Established Goals:

ry sound or many of the most frequent sounds for each consonant.(This does not include CVCs

ending with /l/, /r/, or /x/.)


does). Reading for Literature- (RL.K)

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

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





reaction to what happened. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers


Enduring Understandings: Reading An opinion is what the author think

or feels about something. Use support from the

text or your own experiences to provided

reasons for opinions. Understand that

procedures and routines must be followed to

ensure everyone feels comfortable and

successful in the reading community. Writing Make a plan for summer writing and

summer writing booklets. Reread and discuss

what they liked about writing time and their

favorite pieces of writing.

Speaking and Listening Use listening skills

and talk to their partner to discuss important

events in a story. Use new vocabulary in

speaking

Language Use background knowledge to

make connections and tell about a story.

Essential Questions: Reading What is an opinion? How can

students support their opinions? How will

students answer questions to understand a

story? How will students analyze effects of

their own behavior on others? Writing How can I reflect on my writing this

year? How can I continue to be a part of the

writing community during the summer?How

will students proofread their work for

punctuation, capitalization and spelling. Speaking and Listening How will I use new

vocabulary in my everyday life? How will

student create and write sentences from

dictation? Language How will students think about the

ways they understand stories?

Knowledge:

Reading Procedures for the reading and writing

community. What an opinion is. Writing How to get ideas for writing. Make

reflections on reading and writing. How to

proofread work for capitalization, spelling, and

punctuation

Speaking and Listening Listen to and share ideas for reading and

Skills:

Reading Hear and discuss an author’s opinion.

Generate and write and share opinions. Writing Capitalize the pronoun I . make

covers for summer writing booklets write

sentences from dictation using blending.

Proofread written work for spelling,

punctuation and capitalization.

Speaking and Listening

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writing.

Language How to write a sentence using the

strategy of blending.

Discuss how they worked together throughout

the year. Hear and discuss and share stories

and writing. Think about their understandings

of stories. Listen to and share ideas for reading

and writing. Express interest in other writing

by using prompts “I found out” and “I want to

know”.

Language Discuss the kinds of stories they like and what

they liked about writing. ●



21st Century Themes





contributing citizen and employee. Income and Careers T CRP2. Apply appropriate academic

and technical skills.






decisions.


innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable


Insuring and Protecting CRP8. Utilize critical thinking to




Preparation


leadership and effective management. Career Awareness CRP10. Plan education and career


productivity.

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competence.


Math (sequencing, directionality, positional words). Social Studies Music Physical Movement Technology

Student Resources

Primary Source

Readings

Week 1: Read “Homes Around The World” Skill: Compare and

Contrast, Strategy: retelling Week 2: Read “Old MacDonald Had a Wood shop” skill:

character. Strategy: inference and retelling Week 3:Read “Building Beavers” skill: Main Idea Strategy:

making and confirming predictions. Week 4: Read “The Night Worker” Skill: Plot Strategy: retelling Week 5: Read “ The House That Tony Lives In” skill: Setting.

strategy: retelling and answering questions. Week 6: Read “Animal Homes” skill: Draw Conclusions. strategy:

background knowledge.

Secondary Source

Readings


Teacher Resources

Reading Street Jump Start to Literacy Binders

Guided Reading Library Fountas and Pinnell pearsonsuccessnet.com

readingworks.org Reading a-z Homes Around the World

Old MacDonald had a Woodshop Building Beavers The Night Worker The House that Tony Lives In

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Animal Homes






- www.starfall.com



Worksheets:











assessment




Word assessment.

- Other Evidence:

Teacher observation














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Instructional


Suggested

Learning

Activities

- Week One:

- Read “Homes Around the World” skill: Compare and

Contrast: retelling and answering questions

- Letter Sound Recognition: Review Jumpstart Props Aa and

Ii

- Phonological Awareness: phoneme isolation /a/, /i/ oral




- High Frequency Words: review

- Week Two:

- Read “Old MacDonald had a Woodshop” skill: character

strategy: picture clues.

- Letter Sound Recognition: Review Jumpstart Props Oo






- Week Three:

- Read “Building Beavers” skill: main idea. strategy:

retelling, recall

- Letter Sound Recognition: Review Jumpstart Props, Ee






- Week Four:

- Read “The Night Worker” skill Plot strategy: retelling

- Letter Sound Recognition: Review Jumpstart Props: Uu






- Week Five:

- Read “The House That Tony Lives In” skill: Setting

strategy: recall and listening for information

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- Letter Sound Recognition: Review Jumpstart props and

decode words

- Phonics:

- Phonological Awareness:




- Week Six:

- Read “Animal Homes” skill: Draw Conclusions. Strategy:

background knowledge, making connections.

- Phonics:

- Phonological Awareness:



- High Frequency Words: Review













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