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Kinder Unit 3 2011 2012 Kinder Unit 3 2011 2012 Presentation Transcript

  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Unit 3: Exploring with Friends In the Neighborhood – In this unit, students learn about exploration through fictional characters and informational books about neighborhoods. Overview: Building on basic retelling of a familiar story, this unit focuses on asking questions about unknown words, characters, settings, and events. Students compare and contrast the first adventure of Little Bear with the stories in the following chapters of “Little Bear.” As they read stories of other characters, as in “Frog and Toad Together”, students extend their skills of comparing and contrasting. Literary text provides the context for students to learn to ask questions when they lose their way in following the story or in understanding. The informational books offer an opportunity for students to ask “who, what, where, when, and why” questions about the role of community helpers, such as firefighters and police officers. Big Ideas: Essential Questions: Vocabulary: Words are made of individual sounds and What makes a word? character events have meaning. compare nonfiction How do question stems (who, what, where, contrast author Blending individual sounds makes words. when, why, and how) help readers find more period question information in books? exclamation mark question mark Good readers ask questions to understand fantasy setting text. Why do readers ask questions when they fiction retell read? imaginary illustrator Good readers make connections about real characters and settings as they compare and contrast different texts. 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 Standards *ELD Methodology(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 Using a big book, point to and model how a page is read. (K.RF.1a,b,c) to bottom, and page by page. I-R-1: HI-1: Demonstrating the command of left to right, top to bottom directionality, and return sweep when “reading” books. K.RF.1b Recognize that spoken words are represented in written language by specific sequences of letters. I-R-1: HI-2: Demonstrating the one-to-one correlation between a spoken word and a printed word. K.RF.1c Understand that words are separated by spaces in print. No Alignment K.RF.1d Recognize and name all upper and Using individual alphabet mats with upper-case letters printed in order, have students match lower-case letters of the alphabet. lower-case plastic letters to the upper-case, in order, and name them. (K.RF.1d) I-R-2(D): HI-1: Naming all upper and lower- Instructional Routine Template: Card 1 (K.RF.1d) case letters of the alphabet with different fonts out of sequence. *Language Warm-Up (I-R-2(D): HI-1; I-LS-2: HI-1) 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 Standards *ELD Methodology(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 Recite familiar rhymes and poems; play with alliteration; create words with sound words. substitutions (e.g., “silly” words). (K.RF.2a) I-R-2: LI-4: Producing rhyming words in Play “Willaby Wallaby Woo” by Raffi, with students’ names. (K.RF.2a) response to an oral prompt. I-LS-2: HI-10: Producing rhyming words and short, simple, rhyming phrases and songs using accurate pronunciation as well as expressive phrasing and intonation. K.RF.2b Count, pronounce, blend, and With a puppet who only says words in parts, have students help him blend the syllables: segment syllables in spoken words. Sep-tem-ber; di-no-saur; cin-na-mon; tel-e-vis-ion. (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/). BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -3-
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.2d Isolate and pronounce the initial, Show three picture cards, such as milk, bed, and moose, or fan, feather, and thimble. medial vowel, and final sounds (phonemes) Students say the words, match the pictures that start with the same sound, isolate the target in three-phoneme (consonant-vowel- sound, and then find the sound-symbol card with that sound. Vary the difficulty by monitoring consonant, or CVC) words.* (This does not the confusability of the first sounds (i.e., /m/ and /n/ are harder to discriminate include CVC words ending with /l/, /r/, or /x/.) than /m/ and /t/). (K.RF.2d) I-R-2(PA): HI-2: Orally producing groups of Ask students to listen carefully for a specific vowel sound in the words you say. (e.g., They words that begin with the same initial repeat the sound only if they hear it in the word: /ē/—me, eat, sleep, pie, snow, east, team, sounds. fast. (K.RF.2d) I-LS-2: HI-2: Producing all individual Instructional Routine Template: Card 6 (K.RF.2d) phonemes in words from print using accurate articulation. I-LS-2: HI-3: Producing initial and final sounds of words using accurate articulation. I-LS-2: HI-4: Producing and blending the initial, medial and final sounds of CVC words using accurate articulation and pronunciation. I-LS-2: HI-5: Producing and blending the initial, medial and final sounds of grade- appropriate words using accurate articulation and pronunciation. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -4-
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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. K.RF.3a Demonstrate basic knowledge of Make a few simple words with letter tiles (no blends) and leave off the first letter. Say the one-to-one letter-sound correspondences by whole word and ask students what sound is missing. Students find the missing sound in the producing the primary or many of the most sound symbol cards and then supply the missing letter for the beginning of each word: frequent sounds for each consonant. (b)ear; (w)ent; (s)ing. Shift to ending sounds as they become proficient with first sounds: we(t), mu(d), su(n). (K.RF.3a) I-R-2(D): HI-2: Producing letter sounds represented by the single lettered Play a sound-symbol guessing game: I’m thinking of a letter that makes the sounds /ks/; I’m consonants and vowels. thinking of a sound that’s made with the lips closed and the voice on (/m/ or /b/); etc. (K.RF.3a,b) I-R-2(D): HI-6: Decoding common CVC words. Instructional Routine Template: Card 2 (K.RF.3a,b) I-LS-2: HI-2: Producing all individual *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5) phonemes in words from print using accurate articulation. I-LS-2: HI-5: Producing and blending the initial, medial and final sounds of grade- appropriate words using accurate articulation and pronunciation. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -5-
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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. 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. K.RF.4 Read emergent-reader texts with Model fluency with emergent reader text. purpose and understanding. No Alignment 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. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -6-
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten I-R-3: HI-4: Sequencing a story or event including the beginning, middle, and end using transition words. (e.g., first, next, last) 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.3 With prompting and support, After reading the first story in the “Little Bear” collection of stories, use a chart to organize identify characters, settings, and major ideas about each story. Create headings for “character,” “setting,” and “events.” Assign events in a story. students one of the three categories to think about each time you read, encouraging them to write or draw ideas on Post-Its. Fill in the chart each time you read a new “Little Bear” story. I-R-3: HI-7: Describing the main characters (Extension: Create a similar chart to compare other fictional explorations and adventures by of a story. (B-7) characters such as “Frog and Toad,” “Curious George”, and more.) (K.RL.3, K.RL.9) I-R-3: HI-8: Describing the setting of a story. (B-8) I-R-3: HI-9: Describing the key events of a story. (B-9) K.RL.4 Ask and answer questions about Read “Winnie-the-Pooh” or other literary texts aloud to elicit multiple levels of student unknown words in a text. understanding. To be sure that students are following the story and understanding the words, encourage students to monitor their own comprehension. Tell the children that if they I-L-2: HI-4: Using key words, symbols or lose their way, or a word is confusing them, they should put a hand on their own shoulder. If operations that represent grade specific you see a student do so, stop reading at a good stopping place, reread the confusing academic vocabulary within a given context. section, and model and allow other students to participate in clearing up the confusion. (K.RL.4) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -7-
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten I-L-2: HI-3: Identifying the meaning of and Instructional Routine Template: Card 15 (K.RL.4) using high frequency words. I-L-2: HI-5: Determining word meaning within context. K.RL.5 Recognize common types of texts (e.g., storybooks, poems). No Alignment 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, As a musical illustration of “comparing” and “contrasting,” use the work of Henry Mancini compare and contrast the adventures “Baby Elephant Walk” and Saint-Saens Carnival of the Animals, “The Elephant” to compare and experiences of characters in familiar and contrast two musical compositions that are inspired by elephants. Introduce the activity BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -8-
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten stories. by telling the students that they are going to hear two different musical pieces that are based on elephants. As they listen to “Baby Elephant Walk” and “The Elephant,” ask them to decide I-R-3: HI-3: Using key words, phrases, and which piece reminds them more of an elephant. Extend this activity by having the students complete sentences to answer open-ended move to the music as they listen, deciding whether the music makes them want to dance or comprehension questions when responding “lumber” like an elephant might walk. (K.RL.9, K.L.5d) to text. *This or That (I-R-3: HI-3) ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) K.RI.1 With prompting with support, ask and While reading informational books about community helpers, create a chart with the following answer questions about key details in a text. headings: who, what, where, when, and why. Encourage children to listen for answers to those questions as you read the book aloud. Remind the students to pay close attention to I-R-3: HI-3: Using key words, phrases, and the illustrations for details. To ensure each child’s participation, give them Post-Its or white complete sentences to answer open-ended boards on which to write or draw their ideas. Begin by talking about the author, illustrator, comprehension questions when responding front, back, and title page of the book. Fill in the chart each time you read a new book about to text. community helpers. Use this chart as inspiration to change the lyrics for “Do You Know the Muffin Man?” for community helpers in your neighborhood (e.g., “Do you know the I-LS-1: HI-3: Responding to read-alouds by fireman…That works on 12th and Main!”) (K.RI.1, K.RI.2, K.RI.5, K.RI.7, K.L.1d, K.SL.1, identifying main ideas/concepts and details K.SL.3, K.SL.4) using key words in complete sentences. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -9-
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RI.2 With prompting and support, *Collaborative Story Re-tell (I-R-3: HI-5, HI-9) identify the main topic and retell details of a text. 1R-3: HI-5: Retelling a story including the beginning, middle, and end using transition words (e.g., first, next, last) in complete sentences. 1-R-3: HI-9: Describing the key events of a story. K.RI.5 Identify the front cover, back cover, and title page of a book. I-R-3: HI-2: Making and confirming predictions based on the title, cover, illustrations, and text. (PE-2) K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 1-R-3: HI-2: Making and confirming predictions based on the title, cover, illustrations, and text. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 10 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RI.9 With prompting and support, identifyUsing two books that describe different jobs but are in the same series of informational books (such as the “Community Helpers at Work” series), create a graphic organizer to basic similarities in and differences between two texts on the same topic (e.g., in compare and contrast the days of various community helpers. Discuss the ways the jobs are illustrations, descriptions, or procedures). similar and different. Require each student to dictate, draw, write, or act out something one of the community helper does (e.g., a postman weighs packages). Ask if the other 1-R-3: HI-3: Using key words, phrases, and community helper does something similar (e.g., a nurse weighs patients). (K.RI.9) complete sentences to answer open-ended comprehension questions when responding to text. ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) K.W.2 Use a combination of drawing, Give students the following prompt: Draw a picture showing an important person in your dictating, and writing to compose neighborhood doing her/his job. Write (or dictate) a sentence about that person’s job (e.g., a informative/explanatory texts in which trash collector picks up stinky garbage all over our city and takes it to the dump). (K.W.2, they name what they are writing about K.L.1a, K.L.2a, K.L.2b, K.L.2c, K.L.5c) 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.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 11 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten I-W-3 Students use the steps of the writing process as a writing piece moves towards completion. 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 the 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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 12 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.1a Print many upper and lower-case To model letter formation, number the pencil strokes and draw arrows to show how the letters. pencil moves. (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 *Concept Charts (I-L-1(N): HI:2) and 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). I-L-1(V): HI-1: Using the simple present tense verbs with subject-verb agreement. 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). *The 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. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 13 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.1f Produce and expand complete *Verb Tense Study (1-LS-1(SC): HI-1 thru HI-10) sentences in shared language activities. 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.2b Recognize and name end punctuation. I-W-2: HI-6: Incorporating conventions into writing including left tot right, return sweep, capital letters at the beginning of sentences BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 14 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten and names, spaces between words and ending punctuation. (PE-6) 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. 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. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 15 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 1-L-2: HI-5: Determining word meaning within context. 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. K.L.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. I-L-2: HI-1: Naming and sorting common objects and pictures into self-categories and providing rationale. I-LS-2: HI-9: Classifying objects, people, and events, into self-generated categories. K.L.5c Identify real-life connections between Display two of the works of art, which are all examples of masterful use of color. Ask children words and their use (e.g., note places at to describe the colors they see in the paintings. Ask the children about the use of color in school that are colorful). each of the paintings. To take the discussion to a higher level, ask how the paintings are the I-L-2: HI-1: Naming and sorting common same and how they are different, preparing the way for literature conversations in comparing objects and pictures into self-categories and and contrasting texts. (K.L.5c) providing rationale. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 16 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.5d Distinguish shades of meaning *Vertical Sentences (I-L-2: HI-5) among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. I-L-2: HI-5: Determining word meaning within context. K.L.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. I-L-2 The students 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 *The Big Cheese (I-LS-1: HI-6) 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. 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 BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 17 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten questions in social conversations by asking questions, sharing one’s experiences, and expressing one’s thoughts. 1-LS-2 The student will express orally his or her own thinking and ideas. K.SL.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). I-LS-2 The student will express orally his or her own thinking and ideas. 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. K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 18 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten answering questions about key details and requesting clarification if something is not understood. 1-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.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 1-LS-2: HI-8: Using complete sentences, and rephrasing when necessary, to communicate immediate and future needs. K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 1-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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 19 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. 1-W-3: HI-1: Generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers (e.g., storyboards). K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. 1-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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 20 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Teacher’s Notes UNIT 3: BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 21 -
  • 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 3. Literary Texts Literary Texts Informational Texts Chapter Books (Read Aloud) (Continued) Informational Text Picture Books (Read Aloud) The Complete Tales of Winnie-the-Pooh The Snowy Day (Ezra Jack Keets) Fire! Fire! (Gail Gibbons) (E) (A.A. Milne) (EA) The Post Office Book: Mail and How it The Jolly Postman (Allan and Janet Ahlberg) Moves (Gail Gibbons) (EA) Picture Books (Read Aloud) Check It Out: The Book about Libraries (Gail Poems (Read Aloud) Frog and Toad Together (Arnold Lobel) (E) Gibbons) (EA) “Us Two” in The Complete Tales & Poems of Community Helpers from A-Z (Bobbie Little Bear (series) Else Holmelund Minarik Winnie-the-Pooh (A. A. Milne) (EA) Kalman and Niki Walker) and Maurice Sendak) (E) “The Swing” in A Child’s Garden of Verses Whose Hat is This? (Katz Cooper, Sharon The Story About Ping (Marjorie Flack and (Robert Louis Stevenson) Muehlenhardt, and Amy Bailey) Kurt Wiese) Blueberries for Sal (Robert McCloskey) Whose Tools Are These? (Katz Cooper, Songs (Read Along) Sharon Muehlenhardt, and Amy Bailey) Make Way for Ducklings (Robert McCloskey) Jobs Around My Neighborhood / Oficios en Curious George (series) (H.A. and Margaret "Do You Know the Muffin Man?” me vecindario (Gladys Rosa-Mendoza and Rey) “The People in Your Neighborhood?” (Jeff Ann Iosa) Officer Buckle and Gloria (Peggy Rathmann) Moss) Titles for First Facts: Community Helpers at Where the Wild Things Are (Maurice Sendak) “What Shall We Do When We All Go Out?” Work (Heather Adamson) Knuffle Bunny: A Cautionary Tale (Mo A Day in the Life of a Police Officer (First Willems) Stories (Read Along – Wordless Books) Facts: Community Helpers at Work) Owl Moon (Jane Yolen and John A Day in the Life of a Doctor (First Facts: Schoenherr) A Dog, a Boy, and a Frog (Mercer Mayer) Community Helpers at Work) Little Fur Family (Margaret Wise Brown and Train stop (Barbara Lehman) A Day in the Life of a Teacher (First Facts: Garth Williams) Community Helpers at Work) Harold and the Purple Crayon (Crockett A Day in the Life of a Firefighter (First Facts: Johnson) Community Helpers at Work) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 22 -
  • Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Art, Music, and Media Website References Music Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coaches.shtml Henry Mancini, Baby Elephant Walk (1961) Camille Saint-Saens, Carnival of the Animals, Willaby Wallaby Woo Song by Raffi: Fifth Movement “The Elephant” (1886) http://www.youtube.com/watch?v=NFhKHE4-ULM Art Willaby Wallaby Woo Lyrics by Raffi: Romare Bearden, The Block (1972) http://lyrics.wikia.com/Raffi:Willoughby_Wallaby_Woo Pieter Brueghel, Netherlandish Proverbs (1559) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 23 -
  • 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 *Vertical Sentences BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 24 -