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Kinder Unit 2 2011 2012
 

Kinder Unit 2 2011 2012

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    Kinder Unit 2 2011 2012 Kinder Unit 2 2011 2012 Presentation Transcript

    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Unit 2: Tell A Story, 1-2-3 – In this unit, students focus on sequence as they enjoy “Counting Books,” both fiction and informational, and stories based on “three.” Overview: Building on the wide exposure to text types in the first unit (“A Colorful Time With Rhythm and Rhyme”), students now focus on the sequence of a text: the beginning, middle, and end of a story. They learn to retell rich stories and, by listening to versions of traditional stories, recognize a familiar story embedded in a different setting with different characters. Counting rhymes and reading a number of the counting books will continue the first unit’s focus on phonological awareness and listening for more rhythm and rhyme. Students study three art pieces, which are used for a creative activity in storytelling, and are related to the idea of multiple versions of a familiar story. Big Ideas: Essential Questions: Vocabulary: Letters make sounds and sounds make How is our language represented in print? author ordinal number words words. beginning (first, second, third) How might the sequence of events help with characters poem Stories have a beginning, middle, and end. retelling a story? middle retell end sequence Stories have characters, events, and illustration events settings. illustrator storybook number words opinion discussion familiar opposites ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Foundations (RF) K.RF.1 Demonstrate understanding of the organization and basic features of print. I-R-1 The students will demonstrate understanding of print concepts of the English language. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -1-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.1a Follow words from left to right, top to Create a counting book using the letters covered so far this year. Each student will choose bottom, and page by page. a favorite letter and then brainstorm words that begin with that letter. Using the numbers 1-5 and five different things that begin with the chosen letter, create a book (e.g., A Counting I-R-1: HI-1: Demonstrating the command of Book for T: 1 Tadpole, 2 Turkeys, 3 Toads, 4 Tigers, 5 Trout). Title each student’s book “A left to right, top to bottom directionality, and Counting Book for _______.” Be sure to write the name of the author and illustrator return sweep when “reading” books. (student) on the cover of the book. Place the finished books in a basket for other students to enjoy. This activity can be modified for a class counting book activity. (K.RF.1a,b,c,d, K.RF.1b Recognize that spoken words are K.RF.3a) represented in written language by specific sequences of letters. Write a four- to five-word sentence from a familiar rhyme or story. Ask students to point to each word as they read aloud with you, and point to and name the end punctuation and the I-R-1: HI-2: Demonstrating the one-to-one capital letter(s). (K.RF.1a,b,c) correlation between a spoken word and a printed word. Identify capital letter, period, and specific printed words on sentence strips. (K.RF.1b) Write two words, one long and one short. Ask children to guess which one is a match for K.RF.1c Understand that words are the word you say: Ann, Anthony; Kate, Katherine; ball, basketball; elf, elephant; hip, separated by spaces in print. hippopotamus. (K.RF.1b,c) No Alignment Instructional Routine Template Card: 1 (K.RF.1d) K.RF.1d Recognize and name all upper-and lower-case letters of the alphabet. *Language Warm-Up (I-R-2(D): HI-1, I-LS-2: HI-1) I-R-2(D): HI-1: Naming all upper and lower- case letters of the alphabet with different fonts out of sequence. I-LS-2: HI-1: Naming upper and lower-case alphabet letters in random order with accurate pronunciation. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -2-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). I-R-2(PA) The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. K.RF.2a Recognize and produce rhyming Note: Continue work on rhythm and rhyme from Unit 1 as more of the students show words. readiness to hear and see rhyming words. (K.RF.2a) I-R-2: LI-4: Producing rhyming words in Read a popular nursery rhyme to the class. Then, close the book and repeat some of the response to an oral prompt. lines, leaving off the final, rhyming word for students to produce the missing rhyme. After children have provided some of the rhyming words, repeat the same sentence, and ask I-LS-2: HI-10: Producing rhyming words and children to think of other words that would work with the sentence. For example, “Hickory short, simple, rhyming phrases and songs Dickory, Dock,” the mouse ran up the ___ (rock, sock, block, etc.). (K.RF.2a) using accurate pronunciation as well as expressive phrasing and intonation. Using different colored index cards representing three common rimes (/-ill/, /-ock/, /-ate/) and other colored cards for first sounds (/l/, /d/, /m/), show in a pocket chart that the first sound(s) might change, but if the last part is the same, the words rhyme (d-ock, l-ock do rhyme; l- ock and l- ate do not rhyme). (K.RF.2a,c) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -3-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.2b Count, pronounce, blend, and Say a word slowly in syllables and have students say the whole word: tooth-paste; bath-tub; segment syllables in spoken words. but-ter-fly; ba-na-na-bread. (K.RF.2b) 1-R-2(PA): HI-3: Blending two or three spoken syllables to produce words. K.RF.2c Blend and segment onsets and Instructional Routine Template: Card 4 (K.RF.2c) rimes of single-syllable spoken words. I-R-2(PA): HI-4: Orally forming words by substituting simple onsets (/c/) with given rimes (/at/). K.RF.2d Isolate and pronounce the initial, With puppets, pictures, or gestures, associate each short vowel sound with its keyword and medial vowel, and final sounds (phonemes) letter name: (K.RF.2d) in three-phoneme (consonant-vowel- consonant, or CVC) words.*(This does not (Houghton Mifflin Alphafriends) include CVC words ending with /l/, /r/, or /x/.) /ă/ - Andy Apple /ĕ/ - Edna Elephant I-R-2(PA): HI-2: Orally producing groups of /ĭ/ - Iggy Iguana words that begin with the same initial /ŏ/ - Ozzie Octopus sounds. /ŭ/ - Umbie Umbrella I-LS-2: HI-3: Producing initial and final sounds of words using accurate articulation. With students looking in mirrors and feeling their throats, model the difference between /p/ I-LS-2: HI-4: Producing and blending the and /b/; /f/ and /v/; /k/ and /g/; and so forth; with students, classify consonant sounds as initial, medial and final sounds of CVC words voiced or unvoiced. (K.RF.2d) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -4-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten using accurate articulation and Instructional Routine Template: Card 6 (K.RF.2d) pronunciation. I-LS-2: HI-5: Producing and blending the initial, medial and final sounds of grade- appropriate words using accurate articulation and pronunciation. K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. I-R-2(D) The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -5-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.3a Demonstrate basic knowledge of Play the sound-symbol game with known vowels and consonants: You say a keyword (or one-to-one letter-sound correspondences by make a gesture); students say the sound. Or, you say the sound, and students make the producing the primary or many of the most gesture and say the letter name. (K.RF.3a) frequent sounds for each consonant. Pointing to sound-symbol cards, say letter names, key words, and phonemes. Name the I-R-2(D): HI-2: Producing letter sounds letter that goes with a sound; say the sound that goes with a key word; and say the letter(s) represented by the single lettered that represent a sound. (K.RF.3a,b) consonants and vowels. Once the students have learned the song/rhyme, hand out sound-symbol cards to students I-R-2(D): HI-6: Decoding common CVC seated in a circle. Toss a beanbag to students randomly, and have them say the letter words. name, keyword, and/or sound on their card followed by the rest of the class chorally repeating. (K.RF.3a,b) I-LS-2: HI-2: Producing all individual phonemes in words from print using accurate Instructional Routine Template Card: 2 (K.RF.3a) articulation. *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5) I-LS-2: HI-5: Producing and blending the initial, medial and final sounds of grade- appropriate words using accurate articulation and pronunciation. K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. I-R-2(D): HI-2: Producing letter sounds represented by the single lettered consonants and vowels. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -6-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.3c Read common high-frequency Instructional Routine Template: Card 3 (K.RF.3c) words by sight (e.g., the, of, to, you, she, my, is, are, do, does). I-R-2(D): HI –3: Reading high frequency words with automaticity in context. ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Literature (RL) K.RL.1 With prompting and support, ask and *The Big Cheese (I-R-3: HI-3) answer questions about key details in a text. I-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text. K.RL.2 With prompting and support, retell *Collaborative Story Re-tell (I.R.3: HI-4, HI-5; I-LS-1: HI-4) familiar stories, including key details. I-R-3: HI-4: Sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -7-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten I-R-3: HI-5: Retelling a story including the beginning, middle, and end using transition, words (e.g. first, next, last) in complete sentences. I-LS-1: HI-4: Sequencing events from read alouds, presentations, and conversations. K.RL.5 Recognize common types of texts “Mix a Pancake” is a poem written by Christina Rossetti. Have students draw illustrations (e.g., storybooks, poems). that match the words to show the steps in making pancakes. When finished, they can share the illustrations with a friend and read the poem together. (K.RL.5, K.RL.7, K.W.2) No Alignment Using the book of illustrations “Pancakes for Breakfast” (Tomie DePaola), have students look at the illustrations and note how the pictures tell a story. Point out the importance of looking very closely at the details in the illustrations to tell what happens next. Encourage active thinking by asking what might happen when the page is turned to the next illustration. Because this is a wordless book, it is interesting to point out how the illustrator is telling a story without words. Even picture books with words tell a story through the illustrations. Write the students’ dictated story on sentence strips and place in a pocket chart. (Extend this activity by reversing this process: Read aloud the text of a simple book without showing the illustrations. Ask students to illustrate the story, creating their own wordless book. The students’ illustrations can then be compared to the book.) (K.RL.5, K.RL.6, K.RL.7) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -8-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. No Alignment K.RL.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. (e.g., what moment in a story an illustration depicts). I-R-3: HI-2: Making and confirming predictions based on the title, cover, illustrations, and text. K.RL.9 With prompting and support, Read the traditional version of a story first. Then read a different version of the story. For compare and contrast the adventures and example, read the Galdone version of “The Three Billy Goats Gruff” and discuss the experiences of characters in familiar beginning, middle, and end of the story. Then read one of the other versions discussing stories. how the beginning, middle, and end are similar, but the setting and characters make it a different story. (K.RL.9) I-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended Art Connection: To introduce “versions” of a story to your class, use “Millet’s First Steps” as comprehension questions when responding the original idea. Allow the class to study the painting, giving plenty of time to notice details to text. and create a possible story surrounding the painting. Then pull out Van Gogh’s “First Steps, after Millet” and have the class note how the “original characters are still in the story” but also that it all looks different. (Millet: People are prominent. Van Gogh: People are no longer the focus; everything appears equal in weight—the gate, the wheelbarrow, the tree in the background. The baby doesn’t even have a face anymore.) Picasso’s “First Steps” will amaze the class with the same idea but in a completely different setting, choice of color, BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 -9-
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten and style. *This or That (I-R-3: HI-3) ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) K.RI.1 With prompting and support, ask Because pigs and goats are talking characters that have personalities in these stories, and answer questions about key details in students will enjoy reading about real pigs and goats. Beginning with books and digital a text. resources on real pigs or goats, keep a list of student generated questions and responses based on key details learned from texts. (K.RI.1) I-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text. I-LS-1: HI-3: Responding to read-alouds by identifying main ideas/concepts and details using key words in complete sentences. K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. No Alignment BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 10 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). I-W-1 The student will express his or her thinking and ideas in a variety of writing genres. I-W-1: HI-5: Responding to literary selections by writing simple sentences. I-LS-1: HI-6: Responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 11 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 1-W-1: HI-3: Writing to provide directions or information related to real world tasks using simple sentences that include sight words, CVC words, and phonetic spelling. 1-W-3: HI-1: Generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers (e.g., storyboard). K.W.3 Use a combination of drawing, dictating, and writing to narrate a single Using a piece of paper folded into three sections, retell (using a combination of drawing, event or several loosely linked events, tell dictating, and writing) the story of “Goldilocks and the Three Bears” showing the beginning, about the events in the order in which middle, and end of the story. Encourage students to include all the characters in the they occurred, and provide a reaction to illustration and to add as many details as they can remember. (K.W.3, K.W.5, K.RL.1, what happened. K.L.1a,b,c, K.L.2a) 1-W-1: HI-1: Writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas. 1-LS-1: HI-4: Sequencing events from read- alouds, presentations, and conversations. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 12 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.W.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. I-W-3: HI-3: Revising original draft for clarity by adding details to improve audience understanding. I-LS-1: HI-6: Responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts. ELA Standards/ELP Standards: Sample Activities/Assessments: Language (L) K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I-L-1 The student will identify and apply conventions of English in his or her communications. I-W-2 The student will identify and apply conventions of standard English in his or her communications. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 13 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.1a Print many upper-and lower-case As a “writing warm-up,” transfer rhythmic writing of shapes and lines to paper with lines; letters. then combine circles and lines for first letters. (K.L.1a) I-W-2: HI-1: Writing legibly and with correct formation all of the upper and lower-case letters of the alphabet. K.L.1b Use frequently occurring nouns and *Concept Charts (I-L-1(N): HI-2) verbs. *Concept Charts (I-L-1(V): HI-1) I-L-1(N): HI-2: Explaining the difference between common and proper nouns in *Verb Tense Study (I-L-1(N): HI-2, I-L-1(V): HI-1) context (singular and plural). (B-2) I-L-1(V): HI-1: Using the simple present tense verbs with subject-verb agreement. K.L.1c Form regular plural nouns orally by *Concept Charts (I-L-1(N): HI-2) adding /s/ or /es/ (e.g., dog, dogs, wish, wishes). 1-L-1(N): HI-2: Explaining differences between common and proper nouns in context (singular and plural). K.L.1d Understand and use question words *Function Junction (I-L-1(Q): HI-1) (interrogatives) (e.g., who, what, where, when, why, how). *Big Cheese (I-L-1(Q): HI-1) I-L-1(Q): HI-1: Producing questions with *Reverse Questioning (I-L-1(Q): HI-1) inflections. K.L.1f Produce and expand complete *Verb Tense Study (1-LS-1(SC): HI-1 thru HI-10) sentences in shared language activities. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 14 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 1-L-1(SC): HI-1 thru HI-10: Go to the Sentence Construction (SC) section of the Language Strand (pgs. 10-13) K.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I-L-1 The student will identify and apply conventions of English in his or her communications. I-W-2 The student will identify and apply conventions of standard English in his or her communications. K.L.2a Capitalize the first word in a sentence and the pronoun I. I-W-2: HI-5: Using capital letters at the beginning of sentences and names. K.L.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes). I-W-2: HI-1: Writing legibly and with correct formation all of the upper and lower-case letters of the alphabet. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 15 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships. 1-W-2: HI-2: Applying letter-sound relationships to write simple CVC words and attempt more complex words. K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. I-L-2 The students will acquire English language vocabulary and use it in relevant contexts. K.L.4b Use the most frequently occurring *Morph House (K.L.4b) inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. No Alignment K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings. I-L.2 The students will acquire English language vocabulary and use it in relevant contexts. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 16 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). I-L-2: HI-5: Determining word meaning within context. (B-5) K.L.6 Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. I-L-2 The student will acquire English language vocabulary and use it in relevant contexts. ELA Standards/ELP Standards: Sample Activities/Assessments: Speaking and Listening (SL) K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. I-LS-1 The student will listen actively to the ideas of others in order to acquire new knowledge. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 17 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 1-LS-2 The student will express orally his or her own thinking and ideas. I-LS-1: HI-3: Responding to read-alouds by identifying main ideas/concepts and details using key words in complete sentences. I-LS-1: HI-6: Responding to comments and questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts. K.SL.1a Follow agreed-upon rules for As a class, tell the story of “Goldilocks and the Three Bears”, have students take turns discussions (e.g., listening to others and telling the events in the story. Storytelling is shared with all the members of the group. (e.g., taking turns speaking about the topics and popsicle sticks, A/B partners, etc.). (K.SL.1a,b) texts under discussion). I-LS-2 The student will express orally his or her own thinking and ideas. *Function Junction (I-LS-2; I-LS-2: HI-7) I-LS-2: HI-7: Initiating conversations and responding to social interactions using complete sentences. K.SL.1b Continue a conversation through multiple exchanges. I-L-2: HI-7: Initiating conversations and responding to social interactions using complete sentences. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 18 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Teacher’s Notes UNIT 2: BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 19 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Suggested Works (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Highlighted titles indicate works referenced in Unit 2. Literary Texts Literary Texts Informational Texts Counting Books (Read Aloud) Stories (Read Along) Informational Texts “Ten, Nine, Eight” (Molly Bang) (EA) “The Three Little Wolves and the Big Bad “Can You Count Ten Toes?: Count to 10 in “Chicka Chicka 1, 2, 3” (Bill Martin, Jr., Michael Pig” (Eugene Trivizas and Helen Oxenbury) 10 Different Languages” (Lezlie Evans and Sampson, and Lois Ehlert) “The Three Little Javelinas/ Los Tres Pequenos Denis Roche) “Ten Apples Up on Top” (Dr. Seuss and Roy Jabalies” Bilingual (Susan Lowell) “One Is a Drummer: A Book of Numbers” McKie) (EA) “Pancakes for Breakfast” (Tomie DePaola) (E) (Roseanne Thong and Grace Lin) “One is a Snail, Ten is a Crab: A Counting by “Ten Black Dots” (Donald Crews) (EA) “Arlene Alda’s 1 2 3: What Do You See?” Feet Book” (April Pulley Sayre, Jeff Sayre, and “The Very Hungry Caterpillar” (Eric Carle) (Arlene Alda) Randy Cecil) “Moja Means One: Swahili Counting Book” “Annos Counting Book” (Mitsumasa Anno) Poems (Read Aloud) (Muriel and Tom Feelings) “The Year at Maple Hill Farm” (Alice and Traditional Stories & Variations (Read Aloud) "Three Little Kittens" in The Oxford Illustrated Marin Provensen) (E) Book of American Children’s Poems (Eliza Lee “Our Animal Friends at Maple Hill “Goldilocks and the Three Bears” (Jan Brett) Follen) Farm” (Alice and Martin Provensen) (EA) “Horrible Harry Bugs the Three Bears” (Suzy “Zin! Zin! Zin! A Violin” (Lloyd Moss and “Farm Animals” (Young Nature Series) Kline and Frank Remkiewicz) Marjorie Priceman) (E) (Felicity Everett) “The Three Billy Goats Gruff” (Paul Galdone) “Pigs” (Gail Gibbons) (EA) “The Three Cabritos” (Eric A. Kimmel and Poems (Read Along) “Beatrice’s Goat” (Page McBrier and Lori Stephen Gilpin) Lohstoeter) “Three Cool Kids” (Rebecca Emberley) • “Mix a Pancake” in The Complete Poems “Pigs” (Animals That Live on the Farm) “The Three Little Pigs” (James Marshall) (Christina Rossetti) (E) (JoAnn Early Macken) “The Three Pigs” (David Wiesner) “Goats” (Animals That Live on the Farm) “The True Story of the Three Little Pigs” (Jon Nursery Rhymes/Songs (Read Along) (JoAnn Early Macken) Sciezka and Lane Smith) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 20 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten “"Three Blind Mice" Art, Music, and Media (Continued) Website References Jean-Francois Millet, First Steps (1858-59) Nursery Rhymes/Songs (Read Along) Vincent van Gogh, First Steps, after Millet Instructional Routines: (1890) "A Diller, A Dollar" http://csi.boisestate.edu/readingfirst/resources/coach Pablo Picasso, Mother and Child (First Steps) "One, Two, Buckle My Shoe" es.shtml (1943) "Hot Cross Buns" "Hickory, Dickory, Dock" "Old King Cole" "Baa, Baa, Black Sheep" "This Little Pig Went to Market" BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 21 -
    • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten *ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 2. Standards may lend themselves to additional methodologies. *Language Warm-Up *The Big Cheese *Collaborative Story Re-tell *This or That *Concept Charts *Verb Tense Study *Function Junction *Reverse Questioning *Morph House BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standard *ELD Methodologies(ELP Direct Alignment) 7-13-11 - 22 -