Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Strand Reading Standards for Literature Cluster 1 Key Ideas and Details

Standards Content Foci Instructional Tools LAFSKRL11 With prompting and support ask and answer questions about key details in text(2)

With prompting and support bull Know how to ask questions bull Know how to answer questions bull Give details bull Listen for information

KRL11 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website

bull Story Element bull Somebody-Wanted-But-So bull Mood Faces bull Mood Faces Blank

LAFSKRL12 With prompting and support retell familiar stories including key details(2)

With prompting and support bull Identify the main events of the story bull Retell the story bull Sequenceorder the events of the story bull Verbalize the basic elements of the story

o Character o Setting o Problem o Resolution o Ending

bull Identify key details

KRL12 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Somebody-Wanted-But-So bull Traffic Light Sequencing

LAFSKRL13 With prompting and support identify characters settings and major events in a story(1)

With prompting and support bull Identify characters bull Identify settings bull Identify major events bull Identify problem and solution

KRL13 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Story Elements bull Mood Faces Chart bull Mood Faces Blank

ldquoSamplerdquo Prompts and Scaffolds Related to Common Core Standards

ndash Adapted from J Richardson- Next Steps in Guided Reading- 2015

CCS		Strategy		PromptsDiscussion questions		Scaffolds
1		Literal comprehension Logical Interference		middot What happened What did you read middot What did you learn middot What did you notice middot Whatrsquos important		middot STP middot Who ndash What middot VIP
1		Ask and answer questions Text Evidence		middot What questions do you have middot What confused you middot What are you wondering		middot Flag a portion of the text and write a question about it middot Question stems
2		Central Idea Main Idea Theme		middot What was the central message lessonmoral Why do you think that middot How did the author use resources and evidence to support the main idea		middot Turn heading into a question middot Jot down ideas that answer the question
2		Summarize		middot Summarize this part in a sentence or two middot Whatrsquos the most important part of this text		middot Who ndash What middot SWBS middot Key word gt summary middot VIP
3		Character analysis Plot analysis Event Idea Concept Analysis		middot How did the character feel at the B-M-E What caused those feelings middot What words would you use to describe [character] middot Did [character] change throughout the story How What caused the change middot What motivated the character to do (or say) that		middot Insert sticky notes where characterrsquos feelings change middot Provide list of character traits middot 2 columns action ndash trait middot 2 columns action ndash motivation
3		Analyze Relationships		middot Describe the relationship between ______ and ______ (events ideas people or concepts)		middot Graphic organizers
4		Vocabulary		middot What can you do to figure out this word (clues parts pictures glossary etc)		middot Flag new words middot Vocabulary strategy card
4 6 9		Comparecontrast Author Word Choice Point of View		middot Have you read other texts like this middot How does this text compare to _______ (text by the same author or on a similar topic)		middot Questionanswer stems How are ____ and ____ similar (or different) _____ amp ____ are different becausehellip
7		Use text features Text Structures		middot Why did the author include the map illustration or chart on page _____ middot What questions can you ask about it middot How do the illustrations contribute to the meaningmood		middot Questionanswer stems Whyhellip Howhellip Whathellip
6 9		Evaluate Analyze		middot What did you think about this text middot How is the book similar to or different from another book yoursquove read middot What is your opinion How is it different or similar to the authorrsquos		middot Take a fact from the text and turn it into an opinion middot Take an opinion from the text and turn it into a fact

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 2 Craft and Structure

Standards Content Foci Instructional Tools LAFSKRL24 With prompting and support ask and answer questions about unknown words in a text(2)

With prompting and support bull Recognize when a word is not knownnot

understood bull Ask questions that can help clarify the meaning

of an unknown word bull Be aware that there are strategies for solving

unknown words bull Know that you can use clues such as picture

clues beginning letters etc to help define unknown words and use these to clarify meaning

KRL24 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFSKRL25 Recognize common types of texts (eg story books poems)(1)

bull Recognize that there are different purposes for writing

bull Understand that writing is formatted in different ways

bull Know the elements of a story bull Know the elements of poems bull Recognize common genres

fable narrative fairytale poemrhyme counting books alphabet books

KRL25 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Authorrsquos Purpose

LAFSKRL26 With prompting and support identify the author and illustrator of a story and define the role of each in telling the story(1)

With prompting and support bull Identify the name of the author bull Identify the name of the illustrator bull Tell what the author does bull Tell what the illustrator does bull Analyze how the author presents information or

ideas bull Analyze how the illustrations present information

or ideas

KRL26 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

ldquoSamplerdquo Prompts and Scaffolds Related to Common Core Standards

ndash Adapted from J Richardson- Next Steps in Guided Reading- 2015

CCS		Strategy		PromptsDiscussion questions		Scaffolds
1		Literal comprehension Logical Interference		middot What happened What did you read middot What did you learn middot What did you notice middot Whatrsquos important		middot STP middot Who ndash What middot VIP
1		Ask and answer questions Text Evidence		middot What questions do you have middot What confused you middot What are you wondering		middot Flag a portion of the text and write a question about it middot Question stems
2		Central Idea Main Idea Theme		middot What was the central message lessonmoral Why do you think that middot How did the author use resources and evidence to support the main idea		middot Turn heading into a question middot Jot down ideas that answer the question
2		Summarize		middot Summarize this part in a sentence or two middot Whatrsquos the most important part of this text		middot Who ndash What middot SWBS middot Key word gt summary middot VIP
3		Character analysis Plot analysis Event Idea Concept Analysis		middot How did the character feel at the B-M-E What caused those feelings middot What words would you use to describe [character] middot Did [character] change throughout the story How What caused the change middot What motivated the character to do (or say) that		middot Insert sticky notes where characterrsquos feelings change middot Provide list of character traits middot 2 columns action ndash trait middot 2 columns action ndash motivation
3		Analyze Relationships		middot Describe the relationship between ______ and ______ (events ideas people or concepts)		middot Graphic organizers
4		Vocabulary		middot What can you do to figure out this word (clues parts pictures glossary etc)		middot Flag new words middot Vocabulary strategy card
4 6 9		Comparecontrast Author Word Choice Point of View		middot Have you read other texts like this middot How does this text compare to _______ (text by the same author or on a similar topic)		middot Questionanswer stems How are ____ and ____ similar (or different) _____ amp ____ are different becausehellip
7		Use text features Text Structures		middot Why did the author include the map illustration or chart on page _____ middot What questions can you ask about it middot How do the illustrations contribute to the meaningmood		middot Questionanswer stems Whyhellip Howhellip Whathellip
6 9		Evaluate Analyze		middot What did you think about this text middot How is the book similar to or different from another book yoursquove read middot What is your opinion How is it different or similar to the authorrsquos		middot Take a fact from the text and turn it into an opinion middot Take an opinion from the text and turn it into a fact

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 3 Integration of Knowledge and Ideas Standards Content Foci Instructional Tools

LAFSKRL37 With prompting and support describe the relationship between illustrations and the story in which they appear (eg what moment in a story an illustration depicts)(2)

With prompting and support bull Recognize what an illustration is (eg picture

photo drawing sketch) bull Understand and follow the storyrsquos events and plot bull Know that the illustrations help you understand

more about the story its characters and the plot bull Connect the story with the moment the

illustration(s) depicts

KRL37 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Main Idea Table

LAFSKRL38 ndash Not applicable to Literature

LAFSKRL39 With prompting and support compare and contrast the adventures and experiences of characters in familiar stories(3)

With prompting and support bull Know that compare means looking for things that

are alike or the same bull Know that contrast means looking for differences bull Know that adventures are a series of events that

make up a story bull Understand that an experience can be part of an

adventure or plot bull Understand the ldquowhordquo of the story bull Understand the ldquo whatrdquo of the story bull Identify similarities in the adventuresexperiences

of characters bull Identify differences in the

adventuresexperiences of characters

KRL39 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Cluster 4 Range or Reading and Level of Text Complexity Standards Content Foci Instructional Tools

LAFSKRL410 Actively engages in group reading activities with purpose and understanding(2)

bull Work with others in a group bull Read with a purpose bull Listen intently bull Ask questions bull Take turns bull Understand what is read individually bull Understand what is read by others bull Contribute to the grouprsquos understanding of text

KRL410 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFSKRL37

This document was generated on CPALMS -

With prompting and support describe the relationship between illustrations and the story in which they appear (eg what moment in a story an illustration depicts)

Subject Area English Language Arts

Grade K

Strand Reading Standards for Literature

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On3182015 64640 PM Print Page |

Name		Description
		In this lesson students learn about the roles of authors and illustrators through games and book-writing Students will have an opportunity to act out the roles of illustrators and authors They will learn how to describe the relationship between illustrations and the story text and will write and illustrate a simple narrative with a partner
		This is the second lesson in a kindergarten unit on classification and categorization Students will categorize items into existing categories
		In this lesson students will be read Pancakes for Breakfast by Tomie DePaola in order to understand and describe people places things and events in a text They will create a book by drawing or writing key details in the text
		Students will use illustrations to gather key details and summarize the key details into a main idea sentence or sentences They will compare the information gathered from the illustrations to the actual text Students will briefly discuss the roles of the author and illustrator in creating the story Motivated with magnifying glasses and partner work students will use a graphic organizer (web) to document their details and in conclusion the main idea
		In this lesson students will work together to read Pancakes for Breakfast a wordless book by Tomie dePaola which shows the sequence of events the main character follows in preparing her own breakfast Students will identify the story elements in the book based on its illustrations and retell the story by sequencing the important events They will then create their own wordless picture book depicting their breakfast routine presenting their routine and illustrations orally
		In this lesson students will participate in various sequencing activities Using The Cat in the Hat (Lexile 260L) or another teacher selected title students will describe the relationship between the illustrations and the written text With a partner students will recall key details from the text to complete a graphic organizer that outlines the beginning middle and end of the story being read Students will independently sequence pre-selected pictures from the text and write sentences that describe the pictures

Access Point Number		Access Point Title
		With prompting and support identify illustrations to aid comprehension
		With prompting and support identify the relationship between an illustration and the story

Course Number		Course Title
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Strand Reading Standards for Informational Text Cluster 1 Key Ideas and Details

Standards Content Foci Instructional Tools LAFSKRI11 With prompting and support ask and answer questions about key details in text(2)

With prompting and support bull Know how to ask a question bull Know how to answer questions bull Answer lsquowhorsquo lsquowhatrsquo lsquowhenrsquo lsquowherersquo lsquohow manyrsquo

and lsquohowrsquo questions bull Determine which details are important in the text

and why

KRI11 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFSKRI12 With prompting and support identify the topic and key details of a text(2)

With prompting and support bull Know what a topic is bull Determine the importance of particular topics in

text bull Identify the main topic bull Identify key details bull Know how to retell information using key details

KRI12 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFSKRI13 With prompting and support describe the connection between two individuals events ideas or pieces of information in a text(3)

With prompting and support bull Describe connection between two individuals bull Link people and their ideas bull Tell who is doing what in a piece of text bull Know what an event is bull Connect individuals and events bull Describe main ideas in a text bull Be able to identify an important piece of

information in a text

KRI13 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFSKRI11

This document was generated on CPALMS -

With prompting and support ask and answer questions about key details in a text

Subject Area English Language Arts

Grade K

Strand Reading Standards for Informational Text

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Teaching Idea

Student Center Activity

Printed On3182015 63320 PM Print Page |

Name		Description
		In this FCRR Student Center Activity the student will use background knowledge to comprehend text
		In this FCRR Student Center Activity the student will use prediction to comprehend text
		In this FCRR Student Center Activity the student will classify information in text
		In this FCRR Student Center Activity the student will use resources to identify information about a topic
		In this FCRR Student Center Activity the student will answer questions to comprehend text
		In this FCRR Student Center Activity the student will answer questions to comprehend text
		In this FCRR Student Center Activity the student will generate and answer questions to comprehend text
		In this FCRR Student Center Activity the student will summarize text
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text

Name		Description
		In this resource students will identify and describe what a book is mainly about using the title text and pictures The two featured texts that students will use are informational texts about tigers and ladybugs

Name		Description
		This lesson uses When a Storm Comes Up by Allan Fowler and Cloudy With a Chance of Meatballs by Judi and Ron Barrett to introduce four major weather patterns (rain showers blizzards tornadoes and hurricanes) The students will apply what they have learned to identify describe and illustrate the weather patterns using white liquid glue and oil pastels It is recommended that this lesson be broken into two parts with at least twelve hours in-between each lesson so the white liquid glue has time to dry
		In this lesson students will listen for key details in a nonfiction text about polar bears They will work at completing a graphic organizer with the teacher to help organize their thinking and understanding of key details about a text They will also complete an independent assignment where they will draw or write two things that they learned about the topic
		Using the book Mouse Shapes as a springboard text students will identify the main idea of the story and locate specific details to support the story They will then use information in the story attribute blocks and discussion to identify a rectangle its name and its attributes
		Taking Care of Business is a Kindergarten level lesson plan that allows students to investigate the world of jobs In this lesson the students will read Everybody Works by Shelley Rotner and Ken Kreisler Then the students will work together in small groups to show what they have learned Your superstar students will understand more about jobs job duties and job settings by the end of this lesson
		For this lesson students will be able to ask and answer questions about key details in a text Additionally students will also be able to identify compare and contrast characteristics between two different animals presented in two separate informational texts and demonstrate their understanding of the similarities and differences in a T chart and a Venn diagram
		In the first lesson in this unit students learned about brown bears by asking and answering questions They learned how to listen for key details in a text as well as ask and answer questions about the text to help improve their comprehension This lesson will continue with the same concept as students are guided through asking and answering questions about polar bears
		This lesson focuses on the words Who What When and Where to learn about details in nonfiction text related to the science topic of Changing Matter In order to organize the information found in the text a 3-column Graphic Organizer is used with the following headings Answered Questions and Not Answered
		In this lesson students will use the beautiful text Green by Laura Vaccaro Seeger to explore how an author uses color words and illustrations to describe various real-world objects Students will brainstorm real-life objects that can be described using color words and write an informative piece to describe those objects
		In this lesson students focus on learning about brown bears by asking and answering questions Students will be able to listen for key details in a text as well as ask and answer questions about the text to help improve their comprehension
		Using a web graphic organizer students will learn to record the main idea and details learned from informational text read aloud to them
		After completing performance tasks in science on pushing and pulling students will have an opportunity to apply their new learning to reading informational text about vehicles that can push and pull This lesson focuses specifically on pushing and pulling of trains by the engine
		This is the third lesson in a Kindergarten unit on main idea Students will create a title for a book using textual details

Access Point Number		Access Point Title
		With prompting and support answer questions about key details in a text
		With prompting and support ask questions about key details in a text

Course Number		Course Title
		Access Science Grade Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		Science - Grade Kindergarten (Specifically in versions )
		Social Studies - Grade Kindergarten (Specifically in versions )
		Health - Grade Kindergarten (Specifically in versions )
		Access Social Studies - Kindergarten (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 2 Craft and Structure

Standards Content Foci Instructional Tools LAFSKRI24 With prompting and support ask and answer questions about unknown words in a text(2)

With prompting and support bull Recognize that a word is not knownnot

understood bull Ask questions that can help clarify the meaning

of an unknown word bull Be aware that there are strategies for solving

unknown words bull Know that you can use clues such as picture

clues beginning letters etc to help define unknown words and use these to clarify meaning

KRI24 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website

bull Context Clues Chart (Teacher Reference)

LAFSKRI25 Identify the front cover back cover and the title page of a book(1)

bull Identify the front cover bull Identify the back cover bull Identify the title page

KRI25 CPALMS

Resource PagedocxSample Prompts and

scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Informational Text Features (Teacher Reference)

LAFSKRI26 With prompting and support identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text(1)

With prompting and support bull Identify the name of the author bull Identify the name of the illustrator bull Define the role of the author bull Define the role of the illustrator bull Analyze how the author presents information or

ideas bull Analyze how the illustrations present information

or ideas

KRI26 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFSKRI24

This document was generated on CPALMS -

With prompting and support ask and answer questions about unknown words in a text

Subject Area English Language Arts

Grade K

Strand Reading Standards for Informational Text

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Student Center Activity

Printed On3182015 63641 PM Print Page |

Name		Description
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text

Name		Description
		Book Summary With simple text and beautiful illustrations Frank Asch captures a young girls fascination with the sun Objective Children will read common high-frequency words on their own and engage in an art and writing activity to expand language and creative-thinking skills and relate the story to real-life experiences

Access Point Number		Access Point Title
		Ask questions about unknown words in a text
		Answer questions about unknown words in a text

Course Number		Course Title
		Access Science Grade Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		Science - Grade Kindergarten (Specifically in versions )
		Social Studies - Grade Kindergarten (Specifically in versions )
		Access Social Studies - Kindergarten (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 3 Integration of Knowledge and Ideas Standards Content Foci Instructional Tools

LAFSKRI37 With prompting and support describe the relationship between illustrations and the text in which they appear (eg what person place thing or idea in the text an illustration depicts)(2)

With prompting and support bull Recognize what an illustration is (eg picture

photo drawing sketch) bull Understand and follow the information in the text bull Know that the illustrations help you understand

more about the text and the person place thing or idea the text is about

bull Connect the illustrations with the words in the text

KRI37 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFSKRI38 ndash With prompting and support identify the reasons an author gives to support points in a text(2)

With prompting and support bull Know that an author writes to share what heshe

thinks bull Know that authors use details to help make a

point bull Understand that authors try to explain their

thinking bull Know that an author may have more than one

reason to explain his thinking

KRI38 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFSKRI39 - With prompting and support identify basic similarities in and differences between two texts on the same topic (eg in illustrations descriptions or procedures)(3)

With prompting and support bull Understand texts bull State what the text is about bull Identify the similarities in the two texts bull Identify the differences between the two texts bull Tell how the illustrations descriptions or

procedures are the same or different

KRI39 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Cluster 4 Range or Reading and Level of Text Complexity Standards Content Foci Instructional Tools

LAFSKRI410 - Actively engage in group reading activities with purpose and understanding(2)

bull Work with others in a group bull Read with a purpose bull Listen intently bull Ask questions bull Take turns bull Understand what is read independentlyby others bull Contribute to the grouprsquos understanding of text

KRI410 CPALMS Resource Pagedocx

Sample Prompts and scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFSKRI37

This document was generated on CPALMS -

With prompting and support describe the relationship between illustrations and the text in which they appear (eg what person place thing or idea in the text an illustration depicts)

Subject Area English Language Arts

Grade K

Strand Reading Standards for Informational Text

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Teaching Idea

Printed On3182015 63903 PM Print Page |

Name		Description
		In this resource students will identify and describe what a book is mainly about using the title text and pictures The two featured texts that students will use are informational texts about tigers and ladybugs
		In this resource students will identify pictures that describe what the book is mainly about Throughout the teacher modeling section guided practice and independent practice students will use books on tigers farm animals and whales

Name		Description
		Students will explore using illustrations to gather key details and summarize the key details into a main idea sentence or sentences They will compare the details and main idea of the illustration to provided text to determine the relationship between the illustrations and text They will also learn about the roles of the author and illustrator Motivated by using magnifying glasses and working with partners students will use a graphic organizer (web) to document the key details and in conclusion the main idea of illustrations
		This lesson uses When a Storm Comes Up by Allan Fowler and Cloudy With a Chance of Meatballs by Judi and Ron Barrett to introduce four major weather patterns (rain showers blizzards tornadoes and hurricanes) The students will apply what they have learned to identify describe and illustrate the weather patterns using white liquid glue and oil pastels It is recommended that this lesson be broken into two parts with at least twelve hours in-between each lesson so the white liquid glue has time to dry
		In this science-integrated reading lesson kindergarten students will learn about physical changes to matter Students will then create an informational text recording their observation of changing the physical properties of an object of their own choosing
		In this lesson students will learn how to identify nouns and verbs using the story Nouns and Verbs Have a Field Day by Robin Pulver and several structured and independent activities
		Students will sort objects according to their observable properties such as size shape color temperature (hot or cold) weight (heavy or light) and texture
		Taking Care of Business is a Kindergarten level lesson plan that allows students to investigate the world of jobs In this lesson the students will read Everybody Works by Shelley Rotner and Ken Kreisler Then the students will work together in small groups to show what they have learned Your superstar students will understand more about jobs job duties and job settings by the end of this lesson
		In this lesson students will use the beautiful text Green by Laura Vaccaro Seeger to explore how an author uses color words and illustrations to describe various real-world objects Students will brainstorm real-life objects that can be described using color words and write an informative piece to describe those objects
		After completing performance tasks in science on pushing and pulling students will have an opportunity to apply their new learning to reading informational text about vehicles that can push and pull This lesson focuses specifically on pushing and pulling of trains by the engine
		In this lesson students will use a graphic organizer to record their observations on sorting matter from the read aloud book Sorting by Lynn Peppas

Access Point Number		Access Point Title
		Identify a labeled photo diagram or graphic from within an informational text
		With prompting and support interpret the information provided in photos diagrams or graphics and the text in which they appear (eg what person place thing or idea in the text an illustration depicts)

Course Number		Course Title
		Access Social Studies - Kindergarten (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Social Studies - Grade Kindergarten (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Strand Reading Standards Foundational Skills Cluster 1 Print Concepts

Standards Content Foci Instructional Tools LAFSKRF11 Demonstrate understanding of the organization and basic features of print(1)

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

bull Follow print from left to right bull Follow print from top to bottom bull Track each word across the page bull Track print across several pages bull Distinguish words from letters or groups of letters bull Recognize the relationship between letters and

sounds bull Know that the print not the picture represents

written language bull Recognize space separating the words in print bull Recognize words bull Identify recognize and name all uppercase

(capital) letters bull Identify recognize and name all lowercase bull letters

KRF11 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

Standard LAFSKRF11

This document was generated on CPALMS -

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

Subject Area English Language Arts

Grade K

Strand Reading Standards Foundational Skills (K-5)

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 1 Recall -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

VideoAudioAnimation

Tutorial

Teaching Idea

Student Center Activity

Student Resources

Printed On3182015 62859 PM Print Page |

Name		Description
		How many letters do you know Each letter activity has a different game to play which will help you learn the sounds of the letters in the ABCs Come practice and learn all of the capital and lower case letters in the alphabet

Name		Description
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will name and match letters of the alphabet
		In this FCRR Student Center Activity the student will gain speed and accuracy in letter recognition
		In this FCRR Student Center Activity the student will gain speed and accuracy in letter recognition
		In this FCRR Student Center Activity the student will gain speed and accuracy in letter recognition
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will name and match letters of the alphabet
		In this FCRR Student Center Activity the student will name and match letters of the alphabet
		In this FCRR Student Center Activity the student will name and match letters of the alphabet
		In this FCRR Student Center Activity the student will identify letters of the alphabet
		In this FCRR Student Center Activity the student will identify letters of the alphabet
		In this FCRR Student Center Activity the student will identify letters of the alphabet
		In this FCRR Student Center Activity the student will identify letters of the alphabet
		In this FCRR Student Center Activity the student will identify letters of the alphabet
		In this FCRR Student Center Activity the student will identify letters of the alphabet
		In this FCRR Student Center Activity the student will identify and order the letters of the alphabet
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial and final phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial final and medial phonemes to graphemes

Name		Description
		This teaching idea describes a project for kindergarten students for the creation of an alphabet poster Students illustrate a toy for each letter of the alphabet The projects goal for students is to be able to recognize all letters of the alphabet and their sounds
		This teaching idea describes a project for kindergarten students to teach them the alphabet and the shape of letters Students use their observational skills to locate an item in nature shaped like each letter of the alphabet Students can then compile their findings into a class or individual ABC book

Name		Description
		How many letters do you know Each letter activity has a different game to play which will help you learn the sounds of the letters in the ABCs Come practice and learn all of the capital and lower case letters in the alphabet

Name		Description
		In this video segment from Between the Lions Sloppy Pops song Read the Signs spotlights the letters and words we see on signs every day encouraging children to be aware of print in their environment

Name		Description
		In this lesson students will recall information from a read aloud text and discuss what it means to demonstrate good manners Activities include contributing to a good manners chart composing a sentence frame demonstrating their understanding of the conventions of standard English capitalization punctuation and spelling and playing a word game on a computer in which they can practice phonetic and sequential spelling of words At the end of the lesson students will create a Good Manners page for a class book sharing a time when they have shown good manners
		In this lesson students will go on an exploration of alphabet books to better understand the roles of authors and illustrators as well as print concepts including uppercase and lowercase letters After reading the books Alphabet Rescue (AD680L) Miss Spiders ABC (AD490L) The Mixed-Up Alphabet (AD350L) and LMNO Peas (AD390L) students will contribute to class discussions and to a class created alphabet book After reading Chicka Chicka Boom Boom (AD530L) students will complete an uppercase and lowercase letter sort that will be used as a summative assessment while the teacher individually tests students on their understanding of print concepts and letter recognition
		Students will practice writing sentences about a small moment that occurred in class They will stretch their words sound the words out and count the number of words in their sentences After they have practiced writing their sentences they will use the Star Writers Checklist to monitor their own writing about a personal small moment

Access Point Number		Access Point Title
		Identify or name lowercase letters of the alphabet
		During shared reading activities indicate need to turn the page for continued reading
		During shared reading activities text point from top to bottom of page from left to right or to match a spoken ldquoorally readrdquo word to a written word
		Distinguish individual letters from words distinguish letters from punctuation marks and distinguish words from sentences
		Recognize that words are separated by spaces in print
		During shared reading activities text point from top to bottom of page from left to right or to match a spoken ldquoorally readrdquo word to the written word
		Identify familiar written words when spoken (eg show me the word ldquoTonyrdquo)
		Identify or name uppercase letters of the alphabet

Course Number		Course Title
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 2 Phonological Awareness Standards Content Foci Instructional Tools

LAFSKRF22 Demonstrate understanding of spoken words syllables and sounds (phonemes)(1)

a Recognize and produce rhyming words b Count pronounce blend and segment syllables

in spoken words 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)

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

bull Sound recognition bull Word endings bull Samenessdifference of sounds bull Repetition bull Isolate the sounds at the end of a word bull Count syllables and determine syllables in words bull Reproduce sounds bull Understand sequence of sounds bull Blend sounds bull Segment sounds bull Blend sounds to form words bull Hear onsets bull Hear rimes bull Know that words are made up of sounds that are

put together bull Sustain the sounds of letters until the next sound

is added bull Put the different sounds together quickly bull Hear beginning and final sounds in three

phoneme words bull Hear and pronounce the medial vowel sound in

three-phoneme words bull Identify individual sounds bull Have the ability to break words into their sounds bull Recognize the order of the sounds and add

sounds to make new words bull Recognize that adding a new sound makes a

new word

KRF22 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources ELA Website bull Phonological and Phonemic

Standard LAFSKRF22

This document was generated on CPALMS -

Demonstrate understanding of spoken words syllables and sounds (phonemes)

a Recognize and produce rhyming words

b Count pronounce blend and segment syllables in spoken words

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)

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

Subject Area English Language Arts

Grade K

Strand Reading Standards Foundational Skills (K-5)

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 1 Recall -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Student Center Activity

Printed On3182015 63005 PM Print Page |

Name		Description
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment and blend phonemes in words
		In this FCRR Student Center Activity the student will segment and blend phonemes in words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR STudent Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will match final phonemes in words
		In this FCRR Student Center Activity the student will match final phonemes in words
		In this FCRR Student Center Activity the student will match medial phonemes in words
		In this FCRR Student Center Activity the student will match medial phonemes in words
		In this FCRR Student Center Activity the student will isolate initial phonemes in words
		In this FCRR Student Center Activity the student will isolate final phonemes in words
		In this FCRR Student Center Activity the student will isolate medial phonemes in words
		In this FCRR Student Center Activity the student will isolate initial final and medial phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will recognize rhyming words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment and blend phonemes in words
		In this FCRR Student Center Activity the student will recognize rhyming words
		In this FCRR Student Center Activity the student will segment and blend phonemes in words
		In this FCRR Student Center Activity the student will recognize rhyming words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activity the student will manipulate phonemes in words
		In this FCRR Student Center Activities the student will recognize rhyming words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will recognize rhyming words
		In this FCRR Student Center Activity the student will match final phonemes in words
		In this FCRR Student Center Activity the student will recognize rhyming words
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will recognize rhyming words
		In this FCRR Student Center Activity the student will match final phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match final phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will recognize rhyming words
		In this FCRR Student Center Activity the student will match medial phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will recognize and produce rhyming words
		In this FCRR Student Center Activity the student will match medial phonemes in words
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will match vowel sounds in words
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will segment sentences into words
		In this FCRR Student Center Activity the student will isolate initial phonemes in words
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will segment sentences into words
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will segment sentences into words
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will segment syllables in words
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will segment syllables in words
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will segment syllables in words
		In this FCRR Student Center Activity the student will match initial and final phonemes to graphemes
		In this FCRR Student Center Activity the student will segment syllables in words
		In this FCRR Student Center Activity the student will match initial final and medial phonemes to graphemes
		In this FCRR Student Center Activity the student will segment and blend syllables in words
		In this FCRR Student Center Activity the student will segment and blend onsets and rimes in words
		In this FCRR Student Center Activity the student will segment blend and match onsets and rimes in words
		In this FCRR Student Center Activity the student will segment blend and match onsets and rimes in words
		In this FCRR Student Center Activity the student will manipulate onsets and rimes in words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will isolate final phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will isolate medial phonemes in words
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will isolate initialfinalmedial phonemes in words
		In this FCRR Student Center Activity the student will blend phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words
		In this FCRR Student Center Activity the student will segment phonemes in words

Name		Description
		Students will listen and recognize rhyming words using poetry or rhyming books
		This activity introduces the concept of segmentation and blending words
		Students will practice writing sentences about a small moment that occurred in class They will stretch their words sound the words out and count the number of words in their sentences After they have practiced writing their sentences they will use the Star Writers Checklist to monitor their own writing about a personal small moment
		The students will participate in reading the texts The Crayon Box That Talked and Rainbow Colors by answering questions clapping rhyming words throughout the text completing a think-pair-share rhyming activity during reading and completing an interactive rhyming words matching game to demonstrate how the middle and ending sounds and letters of rhyming words can be the same Students will be assessed through the completion of an object sort and the creation of a rhyming objects pair by drawing and labeling an object to rhyme with an object from each category in the sort

Access Point Number		Access Point Title
		Identify familiar written words when spoken
		Recognize rhyming words
		Produce rhyming words
		Count syllables in spoken words
		Blend and segment syllables in spoken words
		Blend and segment onsets and rimes of single-syllable spoken words
		Isolate initial sounds in consonant-vowel-consonant (CVC) words (not including blends)
		Isolate final sounds in consonant-vowel-consonant (CVC) words (not including blends)
		Add or substitute individual sounds (phonemes) in simple one-syllable words to make new words

Course Number		Course Title
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 3 Phonics and Word Recognition

Standards Content Foci Instructional Tools LAFSKRF33 Know and apply grade-level phonics and word analysis skills in decoding words (1)

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

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

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

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

bull Produce sound(s) that correspond to a given letter

bull Track across a word and produce the corresponding sounds

bull Know the difference between vowels and consonants

bull Understand that vowels have long sounds bull Understand that vowels have short sounds bull Hear and distinguish the differences between

long and short vowel sounds bull Know a word to automaticity and recall it on sight bull Read high frequency words in text bull Hear the differences in words that sound alike

such as van and ban pen and pin and Pam and pan

bull Recall the sounds of two words and identify the differences in the words

KRF33 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

ELA Website bull Common Syllable Patterns bull Steps of a Making Word Lesson bull Phonological and Phonemic

Cluster 4 Fluency

Standards Content Foci Instructional Tools LAFSKRF44 Read emergent-reader texts with purpose and understanding(2)

bull Understand and use concepts of print and book-handling skills

bull Know that text has meaning and an authorrsquos message

bull Use predictable patterns to read text bull Know and use a corpus of words to make

meaning of text bull Master high frequency words with automaticity bull Know how punctuation works to help

comprehension

KRF44 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

Standard LAFSKRF33

This document was generated on CPALMS -

Know and apply grade-level phonics and word analysis skills in decoding words

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

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

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

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

Subject Area English Language Arts

Grade K

Strand Reading Standards Foundational Skills (K-5)

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 1 Recall -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Student Center Activity

Parent Resources

Printed On3182015 63101 PM Print Page |

Name		Description
		In this FCRR Student Center Activity the student will produce words with variant correspondences

Name		Description
		In this FCRR Student Center Activity the student will identify variant correspondences in words
		In this FCRR Student Center Activity the student will identify variant correspondences in words
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In the FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading phrases
		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in chunked text
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading connected text
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading connected text
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading connected text
		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
		In this FCRR Student Center Activity the student will gain speed and accuracy and read with proper phrasing intonation and expression in connected text
		In this FCRR Student Center Activity the student will match initial phonemes in words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial phonemes to graphemes
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will match final phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match medial phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial and final phonemes to graphemes
		In this FCRR Student Center Activity the student will match initial final and medial phonemes to graphemes
		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
		In this FCRR Student Center Activity the student will blend sounds of letters to make words
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student with gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
		In this FCRR Student Center Activity the student will blend sounds of letters to make words
		In this FCRR Student Center Activity the student will blend sounds of letters to make words
		In this FCRR Student Center Activity the student will blend the sounds of letters to make words
		In this FCRR Student Center Activity the student will blend sounds of letters to make words
		In this FCRR Student Center Activity the student will blend sounds of letters to make words
		In this FCRR Student Center Activity the student will blend sounds of letters to make words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will read high frequency words
		In this FCRR Student Center Activity the student will identify variant correspondences in words
		In this FCRR Student Center Activity the student will identify variant correspondences in words
		In this FCRR Student Center Activity the student will identify variant correspondences in words
		In this FCRR Student Center Activity the student will produce words with variant correspondences

Name		Description
		The students will participate in reading the texts The Crayon Box That Talked and Rainbow Colors by answering questions clapping rhyming words throughout the text completing a think-pair-share rhyming activity during reading and completing an interactive rhyming words matching game to demonstrate how the middle and ending sounds and letters of rhyming words can be the same Students will be assessed through the completion of an object sort and the creation of a rhyming objects pair by drawing and labeling an object to rhyme with an object from each category in the sort
		Book Summary With simple text and beautiful illustrations Frank Asch captures a young girls fascination with the sun Objective Children will read common high-frequency words on their own and engage in an art and writing activity to expand language and creative-thinking skills and relate the story to real-life experiences
		Students will practice writing sentences about a small moment that occurred in class They will stretch their words sound the words out and count the number of words in their sentences After they have practiced writing their sentences they will use the Star Writers Checklist to monitor their own writing about a personal small moment

Access Point Number		Access Point Title
		Recognize the sound(s) for each letter
		Produce the sound(s) for each letter
		Identify words with long and short vowel sounds for the five major vowel sounds
		Identify the sound that differs between two similarly spelled words (eg sit hit)
		Read common kindergarten high-frequency words by sight

Course Number		Course Title
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Strand Writing Standards Cluster 1 Text Types and Purposes

Standards Content Foci Instructional Tools LAFSKW11 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 (eg My favorite book ishellip)(2)

bull Draw a picture bull Understand that ideas can be conveyed through

writing drawing pictures or telling bull Understand that letters and the sounds that they

make can be written bull Use phonetic spelling to compose written text bull Make a choice and give reasons for that choice bull State opinionpreference bull Understand that a title is the name of a book bull Understand that books have topics bull Recognize a bookrsquos topic bull Give the name of the book when writing about

that book

KW11 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

ELA Website bull Format for Writerrsquos Workshop bull Model for Explicit Teaching

LAFSKW12 Use a combination of drawing dictating and writing to compose informativeexplanatory texts in which they name what they are writing about and supply some information about the topic(2)

bull Draw a picture bull Understand that ideas can be conveyed through

writing drawing pictures or telling bull Understand that letters and the sounds that they

make can be written bull Use phonetic spelling to compose written text bull Know how to take ideas from a graphic organizer

or chart to write about bull Choose a topic to write about and name the topic

in writing bull Decide what information to write about bull Organize the ideas bull Use drawings about the topic to support the

written ideas bull Tell what they are writing about bull Use details about the topic in their writing

KW12 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

ELA Website bull Format for Writerrsquos Workshop bull Model for Explicit Teaching

Standard LAFSKW11

This document was generated on CPALMS - wwwcpalmsorg

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 (eg My favorite book is)

Subject Area English Language Arts

Grade K

Strand Writing Standards

Cluster Text Types and Purposes

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - More Information

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On612015 85318 PM Print Page | Close this window

Name		Description
Beach Sort		In this lesson students will have hands-on experience with categorization skills by sorting objects commonly taken on a beach trip Students will practice describing objects sorting objects into categories and verbalizing category concepts Students will also practice discussing opinions about objects by expressing their opinions in writing in addition to practicing sorting letters and words
Gingerbread Boy or Gingerbread Girl		This is a fun lesson which requires students to compare the characters of two familiar texts as well as form an opinion about the popular characters Students will listen to each story and write an opinion about their favorite character
Lets Get Moving		Students will move like their favorite animal and identify what the movement is called Then they will interact with a read aloud as they search for synonyms for the word move Students will act out a variety of animal movements comparing their intensity Students will end the lesson by completing an opinion sentence about their favorite animal movement
Making Friends with Harry and Willy and Carrothead		Through a story about three boys who become friends children learn the importance of understanding that people who are different have strengths This lesson focuses on friendship self-confidence and dealing with conflicts and teasing This lesson addresses the following literacy skills ask and answer questions about details and unknown words in text and write an opinion
Supermarket Sorting		In this lesson in a hands-on activity students will practice sorting food items from the grocery store into different categories The teacher will read aloud Eating the Alphabet and students will work to add additional food items from that text into the different categories Students will select their three favorite items from the lists and using a combination of writing drawing and dictating describe why those items are their favorite foods They will also sort pictures of food items into different categories by color
Whatacirceurotrades So Great About Kevin Henkes		In this lesson students will serve as researchers of authorillustrator Kevin Henkes With prompting and support from the teacher students will read three books by Kevin Henkes They will recall information from the text to contribute to the completion of a story elements graphic organizer and develop opinions about each book on their My Opinion Chart At the end of the lesson students will be able to express their opinion orally in writing or in a drawing to inform others of their favorite Kevin Henkes books

Access Point Number		Access Point Title
LAFSKW1AP1a		Draw dictate or write an idea about a topic or text
LAFSKW1AP1b		State an opinion or preference about the topic
LAFSKW1AP1c		Write draw or dictate an opinion statement about a topic or book of interest

Course Number		Course Title
5010030		Functional Basic Skills in Communications-Elementary (Specifically in versions 2014 - 2015 (current) 2015 and beyond )
5010041		Language Arts - Grade Kindergarten (Specifically in versions 2014 - 2015 (current) 2015 and beyond )
7710011		Access Language Arts - Kindergarten (Specifically in versions 2014 - 2015 (current) 2015 and beyond )
5010010		English for Speakers of Other Language-Elementary (Specifically in versions 2014 - 2015 (current) 2015 and beyond )
5010020		Functional Basic Skills in Reading-Elementary (Specifically in versions 2014 - 2015 (current) 2015 and beyond )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

LAFSKW13 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 (2)

bull Draw a picture that tells a story bull Be able to talk about what has been drawn bull Understand that ideas can be conveyed through

writing drawing pictures or telling bull Understand that letters and the sounds that they

make can be written bull Use phonetic spelling to compose written text bull Know what an event is bull Know the who what when of the event bull Retell the event in the order in which it happened bull Retell a series of events in the order in which

they happened bull Recall how they felt during the event(s)

KW13 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

ELA Website bull Format for Writerrsquos Workshop bull Model for Explicit Teaching bull Traffic Light Sequencing bull Story Elements

Cluster 2 Production and Distribution of Writing Standards Content Foci Instructional Tools

LAFSKW24 Not applicable to K-2 NA NA

LAFSKW25 With guidance and support from adults respond to questions and suggestions from peers and add details to strengthen writing as needed(3)

With guidance and support bull Know that writing can be improved with

suggestions from others bull Organize the writing so that it moves logically bull Write sentences with details bull Know that you can add sizes colors and other

adjectives to writing to strengthen it bull Recognize unrelated ideas when read with an

adult bull Work with peers

KW25 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources ELA Website bull Conferring with Student Writers bull Compliments bull Editing Chart (primary)

LAFSKW26 With guidance and support from adults explore a variety of digital tools to produce and publish writing including in collaboration with peers(2)

With guidance and support bull Be familiar with a computer keyboard bull Know how to use digital tools such as

PowerPoint and Word (with help) bull Know how to send a document to the printer bull Know how to navigate a computer toolbar bull Use a mouse bull Work with peers bull Know how to use the save function on the

computer

KW26 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources bull Digital Tools-computer softwareweb-based

publishing programs ELA Website bull 5 Rules for Listening bull Writing TAG bull Primary Writing Rubric

Standard LAFSKW13

This document was generated on CPALMS -

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

Subject Area English Language Arts

Grade K

Strand Writing Standards

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On3182015 65636 PM Print Page |

Name		Description
		In this lesson students will become story sequencers as they participate in whole group partner and independent activities Students will recall major events from the story The Little Red Hen and help generate a class story to demonstrate their understanding of beginning middle and end before completing their summative assessment At the end of the lesson students will become authors of their own narrative when they write a sequential story of a special event They will use suggestions and revisions from their peers to create a final draft of their narrative that will be shared with the class
		Students will listen to two stories The Grouchy Ladybug by Eric Carle and The Mixed Up Chameleon by Eric Carle After discussing both stories students will complete a graphic organizer for a new story about one of these characters
		In this lesson students learn about the roles of authors and illustrators through games and book-writing Students will have an opportunity to act out the roles of illustrators and authors They will learn how to describe the relationship between illustrations and the story text and will write and illustrate a simple narrative with a partner
		In this lesson students will identify the beginning middle and ending of the beloved Dr Seuss books Green Eggs and Ham and Wacky Wednesday Using a graphic organizer students will retell the narratives and provide a simple sentence that explains their reaction to the story All students will present and share their final written piece
		In this lesson students will participate in various sequencing activities Using The Cat in the Hat (Lexile 260L) or another teacher selected title students will describe the relationship between the illustrations and the written text With a partner students will recall key details from the text to complete a graphic organizer that outlines the beginning middle and end of the story being read Students will independently sequence pre-selected pictures from the text and write sentences that describe the pictures
		Students will practice writing sentences about a small moment that occurred in class They will stretch their words sound the words out and count the number of words in their sentences After they have practiced writing their sentences they will use the Star Writers Checklist to monitor their own writing about a personal small moment

Access Point Number		Access Point Title
		Use a combination of drawing dictating and writing when generating story ideas in response to a topic text or stimulus (eg event photo text daily writing log)
		Write dictate or draw about an event
		Describe a single event or a series of events using drawings or simple sentences

Course Number		Course Title
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Social Studies - Kindergarten (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Social Studies - Grade Kindergarten (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 3 Research to Build and Present Knowledge

Standards Content Foci Instructional Tools LAFSKW37 Participate in shared research and writing projects (eg explore a number of books by a favorite author and express opinions about them)(4)

bull Know that an opinion is not a fact bull Know that opinions can be expressed using

terms such as love like dislike hate etchellip bull Give different reasons for their preference bull Have access to booksstories by the same author bull Know that exploring can be comparing and

contrasting the story drawings and concepts the author presents in different books

bull Know how to copy a title bull Know how to copy an authorrsquos name bull Use the title and authorrsquos name in the writing bull Work as a team to create a written piece

KW37 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

LAFSKW38 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question(2)

With guidance and support bull Retell recall key details bull Look at multiple sources to gather information bull Draw conclusions from experiences to help

answer a question bull Use multiple sources to determine an answer bull Understand that information from text can be

used to help answer a question

KW38 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

Standard LAFSK12W37

This document was generated on CPALMS -

Conduct short as well as more sustained research projects based on focused questions demonstrating understanding of the subject under investigation

Subject Area English Language Arts

Grade K12

Strand Writing Standards

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Resources

Lesson Plan

UnitLesson Sequence

Printed On3182015 65918 PM Print Page |

Name		Description
		These activities provide a foundation for using nonfiction resources for developing and answering questions about gathered information Using a wide variety of nonfiction literature students learn to sort and categorize books to begin the information-gathering process Then working with partners and groups using pictures and text students are guided through the process of gathering information asking clarifying questions and then enhancing the information with additional details Students complete the lesson by collaboratively making Question and Answer books for the classroom library This is a high-interest foundation builder for using nonfiction literature in research as well as for pleasure reading

Name		Description
		Students will complete a short research project on famous historical figures from the Old West In lieu of a traditional research paper however students will present the findings of their research by creating a drivers license for that individual
		This is a five day lesson integrating Science Reading and Writing It is developed on a Reading lesson plan format using Shared Reading Core Reading Guided Reading and centers but can easily be transferred on to a Science 5E lesson format The versatility of the lesson and the integration between subjects lends itself to it being widely used among teachers for different reasons whether the teachers need be in Science Reading or Writing the lesson provides opportunities for all areas to be addressed Most importantly it offers the busy teacher an opportunity to implement one lesson to cover three subjects
		This resource is a guided approach to researching for fifth graders It assists in setting up a research framework for students to use as a guideline to completing a good research project

Course Number		Course Title
		Research Methodology for Students who are Gifted (Specifically in versions )
		Externship for Students who are Gifted (Specifically in versions )
		Advanced Academics 6-8 (Specifically in versions )
		Advanced Academics 6-8 amp Career Planning for Gifted Students (Specifically in versions )
		Advanced Academics K-5 for Gifted Students (Specifically in versions )
		Skills for Students who are Gifted (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Strand Standards for Speaking and Listening Cluster 1 Comprehension and Collaboration

Standards Content Foci Instructional Tools LAFSKSL11 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups (2)

a Follow agreed-upon rules for discussions (eg listening to others and taking turns speaking about the topics and texts under discussion)

b Continue a conversation through multiple exchanges

Teacher bull Models and offers explicit instruction on active

listening skills and staying on topic bull Models rules for discussion in small and large

group settings (listening to others with care speaking one at a time about the topics and texts under discussion)

bull Facilitates small and large group discussion bull Models and offers explicit instruction on how to

respond appropriately during discussions Students bull Know that when talking there are rules that we

follow such as not interrupting when another person is speaking

bull Know that when listening to someone we need to look at them

bull Know that when we are listening to someone talk about a specific topic or text our response has to be about the same topic or text

KSL11 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

LAFSKSL12 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(2)

bull Understand the ideas presented in text bull Listen with the intent to remember what is being

said bull Look at a book and understand that illustrations

and words convey messages bull Understand that there are messages in videos

television programs and pictures bull Recognize which details presented are key to the

message bull Know that there are places a person can go to

ask for help in understanding the message bull Know how to ask appropriate questions if there is

something that is not understood bull Answer questions to show that they understand bull

KSL12 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources Media

bull NBC Learn bull Discovery Education

Standard LAFSKSL12

This document was generated on CPALMS -

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

Subject Area English Language Arts

Grade K

Strand Standards for Speaking and Listening

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Student Center Activity

Printed On3182015 64946 PM Print Page |

Name		Description
		In this FCRR Student Center Activity the student will identify story elements
		In this FCRR Student Center Activity the student will retell a story

Name		Description
		Using a web graphic organizer students will learn to record the main idea and details learned from informational text read aloud to them
		How do you know if an object is a plant or not What are the major parts of a plant Are plants living things Student will encounter these questions and more as they identify and explore the different parts of a plant This lesson will help students identify different types of plants as well as the major parts of a plant
		Students will use illustrations to gather key details and summarize the key details into a main idea sentence or sentences They will compare the information gathered from the illustrations to the actual text Students will briefly discuss the roles of the author and illustrator in creating the story Motivated with magnifying glasses and partner work students will use a graphic organizer (web) to document their details and in conclusion the main idea
		This Model Eliciting Activity (MEA) is written at a kindergarten grade level The Fire Wheels MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best toy car for a company
		Students will use Scholastic book order forms (or magazines) to sort animal pictures into two categories real and make believe
		Students will explore using illustrations to gather key details and summarize the key details into a main idea sentence or sentences They will compare the details and main idea of the illustration to provided text to determine the relationship between the illustrations and text They will also learn about the roles of the author and illustrator Motivated by using magnifying glasses and working with partners students will use a graphic organizer (web) to document the key details and in conclusion the main idea of illustrations

Access Point Number		Access Point Title
		With prompting and support confirm understanding of a text read aloud or information presented orally or through other media by requesting clarification if something is not understood
		Confirm understanding of a text read aloud or information presented orally or through other media by answering questions about key details

Course Number		Course Title
		Access Mathematics - Grade Kindergarten (Specifically in versions )
		Dance - Grade Kindergarten (Specifically in versions )
		Introduction to Computers (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		Theatre - Grade Kindergarten (Specifically in versions )
		Mathematics - Grade Kindergarten (Specifically in versions )
		Music - Grade Kindergarten (Specifically in versions )
		Social Studies - Grade Kindergarten (Specifically in versions )
		Access Social Studies - Kindergarten (Specifically in versions )
		Art acirceuroldquo Grade Kindergarten (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

LAFSKSL13 Ask and answer questions in order to seek help get information or clarify something that is not understood(2)

bull Have a basic understanding of what is being said bull Ask questions bull Answer questions bull Know how to ask questions when meaning is lost bull Know how to organize information in order to

answer question

KSL13 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

Cluster 2 Presentation of Knowledge and Ideas Standards Content Foci Instructional Tools

LAFSKSL24 Describe familiar people places things and events and with prompting and support provide additional detail(2)

bull Choose a topic to speak about bull Use descriptive words when discussing the topic bull Understand what an event is bull Recognize that a place can be a building city

space or location bull Know and use positional words bull Know and use sensory words

KSL24 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

LAFSKSL25 Add drawings or other visual displays to descriptions as desired to provide additional details(3)

bull Draw a picture to go along with description bull Use magazine pictures drawings or clip art to

make posters to support their descriptionadd additional details

KSL25 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

LAFSKSL26 Speak audibly and express thoughts feelings and ideas clearly(1)

bull Talk to the audience bull Speak loudly without yelling bull Plan what they will say bull Use words like happy unhappy like dislike to

express feelings bull Choose one or two ideas to talk about bull Stay on the chosen topic

KSL26 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

Standard LAFSKSL24

This document was generated on CPALMS -

Describe familiar people places things and events and with prompting and support provide additional detail

Subject Area English Language Arts

Grade K

Strand Standards for Speaking and Listening

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 2 Basic Application of Skills amp Concepts -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On3182015 65234 PM Print Page |

Name		Description
		In this lesson students will work together to read Pancakes for Breakfast a wordless book by Tomie dePaola which shows the sequence of events the main character follows in preparing her own breakfast Students will identify the story elements in the book based on its illustrations and retell the story by sequencing the important events They will then create their own wordless picture book depicting their breakfast routine presenting their routine and illustrations orally
		In this lesson students will have hands-on experience with categorization skills by sorting objects commonly taken on a beach trip Students will practice describing objects sorting objects into categories and verbalizing category concepts Students will also practice discussing opinions about objects by expressing their opinions in writing in addition to practicing sorting letters and words
		The students will design create and demonstrate a musical instrument made from recycled materials
		In this lesson students will be read Pancakes for Breakfast by Tomie DePaola in order to understand and describe people places things and events in a text They will create a book by drawing or writing key details in the text
		This Engineering Design Challenge is intended to help students apply the concept of gravity in an engineering design challenge
		In this lesson in a hands-on activity students will practice sorting food items from the grocery store into different categories The teacher will read aloud Eating the Alphabet and students will work to add additional food items from that text into the different categories Students will select their three favorite items from the lists and using a combination of writing drawing and dictating describe why those items are their favorite foods They will also sort pictures of food items into different categories by color

Access Point Number		Access Point Title
		Describe familiar people places things and events orally or in writing
		With prompting and support provide additional details to the description or drawings of familiar people places things and events
		Present orally or in writing factual information of familiar people places things and events
		Describe a single event or a series of events using drawings or simple sentences

Course Number		Course Title
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Social Studies - Kindergarten (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
		Social Studies - Grade Kindergarten (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Strand Language Standards Cluster 1 Conventions of Standard English

Standards Content Foci Instructional Tools LAFSKL11 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (2)

a Print many upper- and lowercase letters b Use frequently occurring nouns and verbs c Form regular plural nouns orally by adding s or

es (eg dog dogs wish wishes) d Understand and use question words

(interrogatives) (eg who what where when why how)

e Use the most frequently occurring prepositions (eg to from in out on off for of by with)

f Produce and expand complete sentences in shared language activities

bull Be able to recognize upper and lowercase letters bull Correctly form upper and lowercase letters bull Know that nouns are words that name people

places things and ideas bull Know that verbs describe actions bull Know that many singular nouns can become

plurals by adding s or es bull Form questions using who what where when

why and how bull Know that the position of objects can be

described by using words like to from in on etc bull Know how to speak in complete sentences bull Know that you can expand a sentence by adding

adjectives (color words) and prepositional phrases (in the room)

KL11 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

LAFSKL12 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing(1)

a Capitalize the first word in a sentence and the pronoun I

b Recognize and name end punctuation c Write a letter or letters for most consonant and

short-vowel sounds (phonemes) d Spell simple words phonetically drawing on

knowledge or sound-letter relationships

bull Use phonetic spelling when writing bull Name the period question mark and

exclamation point bull Know when to use a period question mark or

exclamation point in writing bull Know how to write a sentence bull Know that a sentence begins with a capital letter bull Know that a sentence needs some type of ending

punctuation bull Understand the relationship between a letter and

the sounds it makes bull Be able to retrieve the appropriate letter when

they identify the sound bull Be able to form the appropriate letter to represent

the sound(s) they hear

KL12 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

Cluster 2 Knowledge of Language Standards Content Foci Instructional Tools

LAFSKL23 Not Applicable to K-1

NA

NA

Standard LAFSKL12

This document was generated on CPALMS -

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

a Capitalize the first word in a sentence and the pronoun I

b Recognize and name end punctuation

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

d Spell simple words phonetically drawing on knowledge of sound-letter relationships

Subject Area English Language Arts

Grade K

Strand Language Standards

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 1 Recall -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On3182015 62415 PM Print Page |

Name		Description
		In this lesson students will recall information from a read aloud text and discuss what it means to demonstrate good manners Activities include contributing to a good manners chart composing a sentence frame demonstrating their understanding of the conventions of standard English capitalization punctuation and spelling and playing a word game on a computer in which they can practice phonetic and sequential spelling of words At the end of the lesson students will create a Good Manners page for a class book sharing a time when they have shown good manners
		In this lesson students will listen to the teacher read aloud the well-loved book The Very Hungry Caterpillar by Eric Carle Students will build momentum to brainstorm ideas and work collaboratively in small and large groups to create a class chart The class chart will document the ideas of what caterpillars might eat The chart can be used in student end product writing The lesson will focus on using class-made resources to complete a sentence using punctuation capitalization finger spacing and inventive spelling
		This MEA is designed on a Kindergarten grade level Students will work in teams to determine the best piece of playground equipment to add to the city playground Students will use criteria such as safety cost degree of fun and time to build to make their determinations
		Students will practice writing sentences about a small moment that occurred in class They will stretch their words sound the words out and count the number of words in their sentences After they have practiced writing their sentences they will use the Star Writers Checklist to monitor their own writing about a personal small moment
		In this lesson students will become story sequencers as they participate in whole group partner and independent activities Students will recall major events from the story The Little Red Hen and help generate a class story to demonstrate their understanding of beginning middle and end before completing their summative assessment At the end of the lesson students will become authors of their own narrative when they write a sequential story of a special event They will use suggestions and revisions from their peers to create a final draft of their narrative that will be shared with the class
		This MEA is designed on a Kindergarten grade level Students will work in teams to determine the best unique pizza topping to add to a restaurant menu Students will use criteria such as taste cost and nutrition to make their determinations
		In this open-ended MEA students in teams will make decisions about how to select a new bicycle for a bicycle company to start selling Their decisions will be based on various bicycle features (eg bell helmet customer ratings and color)
		In this lesson students will serve as researchers of authorillustrator Kevin Henkes With prompting and support from the teacher students will read three books by Kevin Henkes They will recall information from the text to contribute to the completion of a story elements graphic organizer and develop opinions about each book on their My Opinion Chart At the end of the lesson students will be able to express their opinion orally in writing or in a drawing to inform others of their favorite Kevin Henkes books
		This MEA is designed on a Kindergarten grade level Students will work in teams to determine the best pet toys to buy for a pet daycare Students will use criteria such as fun exercise cost and durability to make their determinations

Access Point Number		Access Point Title
		Capitalize the first word in a sentence and the pronoun ldquoIrdquo
		Write a letter or letters for consonant and short-vowel sounds (phonemes)

Course Number		Course Title
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )

Grade K Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015-2016

Cluster 3 Vocabulary Acquisition and Use

Standards Content Foci Instructional Tools LAFSKL34 Demonstrate or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content (2)

a Identify new meanings for familiar words and apply them accurately (eg knowing duck is a bird and learning the verb to duck)

b Use the most frequently occurring inflections and affixes (eg -ed -s re- un- pre- -ful -less) as a clue to the meaning of an unknown word

bull Recognize that a word is unknown bull Know many common and familiar words bull Know that some words have other meanings bull Use context andor pictures to help determine a

new meaning for a known word bull Know that parts can be added to a word to

change its meaning bull Know the meaning of the prefixes re- un- pre- bull Know the meaning of the suffixes ndashful and ndashless bull Know the meaning of the inflections ndashed and -ing bull Use the familiar and new meanings correctly

KL34 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

LAFSKL35 With guidance and support from adults explore word relationships and nuances in word meanings(3)

a Sort common objects into categories (eg shapes foods) to gain a sense of the concepts in the categories represent

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

c Identify real-life connections between words and their use (eg note places at school that are colorful)

d Distinguish shades of meaning among verbs describing the same general action (eg walk march strut prance) by acting out the meanings

With guidance and support bull Group objects by colors sizes shapes bull Sort given objects into groups bull Sort pictures into categories and label the

categories bull Understand what an opposite is bull Know and use basic verbs bull Know that some words represent different

degrees of the same action and act the words out

KL35 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

LAFSKL36 Use words and phrases acquired through conversations reading and being read to and responding to texts(1)

Teacher

bull Provide opportunities to hear words used in different contexts

bull Provide opportunities to converse about grade K topics and texts

Student

bull Know how to sustain a conversation bull Know the rules of speaking with others bull Talk about ideas or events in a story bull Respond to ideas they have heard or read about bull Respond in sentences or phrases bull Use new vocabulary in conversations about what

they have learned or read

KL36 CPALMS Resource Pagedocx

McGraw-Hill Reading Wonders Resources

Standard LAFSKL36

This document was generated on CPALMS -

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

Subject Area English Language Arts

Grade K

Strand Language Standards

Cluster

Date Adopted or Revised 1210

Content Complexity Rating Level 1 Recall -

Date of Last Rating 0214

Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Student Center Activity

Printed On3182015 62814 PM Print Page |

Name		Description
		In this FCRR Student Center Activity the student will produce the meaning of words

Name		Description
		Students will move like their favorite animal and identify what the movement is called Then they will interact with a read aloud as they search for synonyms for the word move Students will act out a variety of animal movements comparing their intensity Students will end the lesson by completing an opinion sentence about their favorite animal movement
		In this lesson in a hands-on activity students will practice sorting food items from the grocery store into different categories The teacher will read aloud Eating the Alphabet and students will work to add additional food items from that text into the different categories Students will select their three favorite items from the lists and using a combination of writing drawing and dictating describe why those items are their favorite foods They will also sort pictures of food items into different categories by color
		In this lesson students will learn common antonyms and will participate in an antonym matching game They will also learn to sort objects based on a common pair of antonyms big and small They will use their understanding of the words big and small to describe objects both orally and in writing
		Book Summary With simple text and beautiful illustrations Frank Asch captures a young girls fascination with the sun Objective Children will read common high-frequency words on their own and engage in an art and writing activity to expand language and creative-thinking skills and relate the story to real-life experiences

Access Point Number		Access Point Title
		Use words and phrases acquired through conversations reading and being read to and responding to texts
		With guidance and support use newly acquired words in real-life context

Course Number		Course Title
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Language Arts - Grade Kindergarten (Specifically in versions )
		Access Language Arts - Kindergarten (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )