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Kinder Unit 4 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Unit 4: America: Symbols and Celebrations- In this unit, students study America’s symbols and celebrations. Overview: Building on asking questions about neighborhoods, students begin this unit by asking questions about a local symbol. They progress to asking questions for more detailed information in non-fiction texts. Students learn to write informative pieces with richer content. Through shared writing, students also learn to expand complete sentences by using more details about American symbols. To be sure the content resonates with the children, celebrations from the student’s own ethnicity or religion will be encouraged as part of the information gathering. Big Ideas: Essential Questions: Vocabulary: Knowledge of letter-sound correspondence How do you read a new word? add understand helps to decode words. gather illustration What is the purpose of a symbol? information detail Symbols have meaning and represent KWL chart topic ideas. How does asking questions help clarify the question recall key ideas and details of a topic? purpose experience Asking questions provides information and symbol increased understanding. ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Foundations (RF) K.RF.1 Demonstrate understanding of the organization and basic features of print. 1-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-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.1d Recognize and name all upper and Instructional Routine Template: Card 1 (K.RF.1d) lower-case letters of the alphabet. *Language Warm-Up (1-R-2(D): HI-1; 1-LS-2: HI-1) 1-R-2(D): HI-1: Naming all upper and lower-case letters of the alphabet with different fonts out of sequence. 1-LS-2: HI-1: Naming upper and lower- case alphabet letters in random order with accurate pronunciation. 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. 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-
  • 3. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.2a Recognize and produce rhyming Body Rhyme Game: “Would you like to play the Body Rhyme Game? Heres how we play. words. Ill pick a part of my body...lets see...maybe head. Point to your head. Now Im going to say some words, and you have to tell me if the word I say rhymes with head. A rhyme is a word I-R-2: LI-4: Producing rhyming words in that sounds like another word. So if I said red, does that rhyme with head? Students: yes! response to an oral prompt. Right! Okay, does bed rhyme with head? Students: yes. Good. Does cat rhyme with head? Students: no. Correct. Said...Ted...Door... Continue with a random selection of rhymes and I-LS-2: HI-10: Producing rhyming words non-rhymes. Note that you should stop repeating the target word (head in this case) after a and short, simple, rhyming phrases and few examples so that students have to test the rhyme silently for themselves. Proceed from songs using accurate pronunciation as well 1-syllable words to 2-syllable words. After going through various body parts whole group, as expressive phrasing and intonation. check for understanding by giving students an individual turn with either a rhyming or non- rhyming word. Spend extra time with students who find this challenging. Continue until everyone is able to produce a rhyming word. (K.RF.2a) Continue to draw attention to rhythm and rhyme/opportunities. (K.RF.2a) K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. 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. 1-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-
  • 4. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.2d Isolate and pronounce the initial, Use a puppet who can’t say his last sounds. Use visuals, objects or pictures to support this medial vowel, and final sounds (phonemes) activity. Ask students to help him say a whole word correctly: peanu(t), butt(er), in three-phoneme (consonant-vowel- sandwi(ch); chicke(n), vanilla(a), i(ce), crea(m). (K.RF.2d) consonant, or CVC) words. * (This does not include CVC words ending with /l/, /r/, or /x/.) Use a grid (sound box template) in which each box stands for one speech sound. Students work with movable tiles for one speech sound. Students work with movable titles or chips. 1-R-2(PA): HI-2: Orally producing groups Say a word with two (zoo), three (fog), or four (milk) phonemes. Model, then lead students of words that begin with the same initial as they segment each sound, moving a chip into a box as they say the sounds in order. sounds (alliteration). Say the whole word after it is segmented. Ask, which is the first sound? The second sound? The last sound? And so forth. (K.RF.2d) 1-LS-2: HI-3: Producing initial and final sounds of words using accurate articulation. Ask students to listen for medial sound in CVC words. After you say a word, they say the vowel sound. (e.g., ran, fit, back, hum, pan, toss, etc.) (K.RF.2d) 1-LS-2: HI-4: Producing and blending the initial, medial, and final sounds of CVC Instructional Routine Template: Card 6 (K.RF.2d) 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. 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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -4-
  • 5. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.3a Demonstrate basic knowledge of Give students letter cards or tiles with a few consonants and one or two short vowels. one-to-one letter-sound correspondence by Model, then lead them in building words with two to three sounds. (K.RF.3a,b) producing the primary or many of the most frequent sounds for each consonant. Progress to sound substitution: Change at to an; an to man; mat to man, man to fan, fan to fin, and so forth. (K.RF.3a,b) I-R-2(D): HI-2: Producing letter sounds represented by the single lettered Instructional Routine Template: Card 2 (K.RF.3a,b) consonants and vowels. *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5) I-R-2(D): HI-6: Decoding common CVC words. I-LS-2: HI-2: Producing all individual 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. K.RF.3b Associate the long and short sounds with common spelling (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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -5-
  • 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. K.RF.3d Distinguish between similarly Use familiar words (e.g., bell, flag, fan) have students add “s,” pronounce the new word, spelled words by identifying the sounds of and use it in a sentence. (K.RF.3d) the letters that differ. *Language Warm-up (I-R-2(D): HI-4, HI-5) I-R-2(D): HI-4: Producing new words when initial sound(s), including diagraphs, are changed (i.e., word families). 1-R-2(D): HI-5: Decoding a new word when a specific letter is changed, added, or removed. K.RF.4 Read emergent-reader texts with Use simple stories with high frequency words and decodable words that have been taught purpose and understanding. and practiced. Preview the book: What (who) is it about? Where is the title? What might happen? Let students read to a partner and then retell the story. (K.RF.4) No Alignment 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-
  • 7. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Literature (RL) K.RL.3 With prompting and support, identify Introduce a book showing a diverse viewpoint of an American holiday such as, “Apple Pie characters, settings, and major events in a and the Fourth of July”. As you read the book, ask the students to look for ways that the story. main character sees one of the traditional American holidays. Encourage the students to look closely at the illustrations and to listen closely to the story. When you are finished 1-R-3: HI-7: Describing the main reading, discuss how people see holidays and celebrations differently depending on their characters of a story. (B-7) family and ethnic experience. Before turning to whole-group discussion, have students draw a picture or “turn and talk” in preparation for sharing ideas. (K.RL.3, K.RL.7, K.RL.10, 1-R-3: HI-8: Describing the setting of a K.SL.2) story. (B-8) 1-R-9: HI-9: Describing the key events of a story. (B-9) 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). 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 -7-
  • 8. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RL.10 Actively engage in group reading activities with purpose and understanding. No Alignment ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) K.RI.1 With prompting and support, ask Create a KWL chart for American symbols and holidays to set the stage for asking and answer questions about key details questions, answering questions, and gathering information under main topics. Teachers will in a text. need to model the questioning until the students begin to generate questions on their own. As the class reads an informational book (e.g., “The Liberty Bell”), look for information 1-R-3: HI-3: Using key words, phrases, and about the main topic. Remind the students of the importance of also studying the complete sentences to answer open-ended illustrations for information. Add the information to the KWL chart. Look for connections comprehension questions when responding between ideas as you add information to the charts. Use Post-Its or white boards for to text. students to fully participate in adding information to the charts. (K.RI.1, K.RI.2, K.RI.3, K.RI.7) I-LS-1: HI-3: Responding to read-alouds by identifying main ideas/concepts and details *Collaborative Story Re-tell (I-R-3: HI: 5, HI-9) 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 -8-
  • 9. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RI.2 With prompting and support, identify the main topic and retell key 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.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 1-R-3: HI-9: Describing the key events in a story. K.RI.4 With prompting and support, ask and *Vocabulary Frames (I-L-2: HI: 5) answer questions about unknown words in a text. 1-L-2: HI-3: Identifying the meaning of and using high frequency words. 1-L-2: HI-5: Determining word meaning within context. K.RI.7 With prompting and support, describe Students ask and answer questions about things, pictures, or words encountered in a book. the relationship between illustrations and the (K.RI.7) text in which they appear (e.g., what person, 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-
  • 10. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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. K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text. 1-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text. K.RI.10 Actively engage in group reading activities with purpose and understanding. No Alignment K.RI.10a Actively engage in group reading of informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding. 1-R-3: HI-6: Identifying facts from text read aloud. 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 -
  • 11. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) K.W.2 Use a combination of drawing, Have students choose one of the symbols or holidays on the class KWL chart and write dictating, and writing to compose about it using complete sentences. Remind students to use the information on the chart as informative/explanatory texts in which they they write. Encourage students to illustrate their ideas to provide additional detail. (K.W.2, name what they are writing about and K.W.8, K.L.1a, K.L.2d, K.SL.5) supply some information about the topic. 1-W-3: HI-1: Generating or expanding on ideas independently by drawing pictures and using key vocabulary in graphic organizers (e.g., storyboard). 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. K.W.5 With guidance and support from Use a theme-related short sentence to begin your unit, such as “The flag waves.” adults, respond to questions and Challenge the class to think of details to add to the sentence to make it more interesting suggestions from peers and add details to (e.g., “The red, white, and blue flag waves”; “The red, white, and blue American flag waves strengthen writing as needed. in the strong winds of March”). (K.W.5, K.L.1b,c, K.L.1f) 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 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 -
  • 12. 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. K.W.7 Participates in shared research Send a note to parents asking them to find a photograph of the child taken during a family and writing projects (e.g., explore a celebration. Ask parents to name the celebration and to tell what makes it special as their number of books by a favorite author and family celebrates it. Use this information to create a display of your class’ celebrations and express opinions about them). to prepare for the shared research project on community celebrations. (K.W.7, K.W.8, K.SL.4) 1-W-3: HI-2: Experimenting with writing a My family celebrates_________. draft for a specific purpose. Celebrating________ is special because_________. Choose a holiday celebrated in your community. Gather information about the holiday by K.W.8 With guidance and support from reading books and asking people in your community to tell you why it is celebrated, when it adults, recall information from experiences is celebrated, who celebrates, and how it is celebrated. Create a large cube for the holiday or gather information from provided sources and assign small groups of students to prepare an illustration for each face of the cube. to answer a question. Use the guiding questions above to assign the faces of the cube. Repeat this activity with several holidays celebrated by the members of your classroom. (K.W.7, K.W.8, K.W.2, I-W-1: HI-1: Writing narratives using simple K.L.5c, K.SL.4) sentences that include sight words, CVC words, and phonetic spelling to express ideas. 1-W-3: HI-3: Revising original draft for clarity by adding additional details to improve audience understanding. 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 -
  • 13. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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. K.L.1a Print many upper and lower-case Play the sound-symbol game, but with a written response. You say a letter, key word, letters. and/or sound, and students write the symbol. Provide individual sound-symbol cards for reference as necessary. (K.L.1a, K.RF.3a,b) 1-W-2: HI-1: Writing legibly and with correct formation all of the upper-case 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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 13 -
  • 14. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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) 1-L-1(N): HI-2: Explaining differences 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) 1-L-1(V): HI-1: Using the simple present tense verbs with subject-verb agreement. K.L.1c Form regular plural nouns orally by Create a word bank to collect new words from this unit. These words can be used in adding /s/ or /es/ (e.g., dog, dogs; wish, discussion and in journal writing to reinforce their proper use. Use the word bank to practice wishes). making nouns plural (e.g., statue, statues). (K.L.1c, K.L.6) 1-L-1(N): HI-2: Explaining differences *Concept Charts (I-L-1(N): HI:2) between common and proper nouns in context (singular and plural). (B-2) 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. 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 -
  • 15. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.1e Use the most frequently occurring Tell the students that they are going to practice giving and following directions. Create prepositions (e.g., to, from, in, out, on, directions that focus on using prepositions such as to/from, on/off, and in/out. Pull a child’s off, for, of, by, with). name out of a basket and then give them a command. For example, “Jacob, walk from your desk to the teacher’s desk.” “Maria, put your hand in the basket and then take it out.” I-LS –1 (PREP): HI-1: Using prepositions Extend this activity by placing the prepositions on cards and having the students make up of location (e.g., up, down, over). directions using the words. You could also play the game of “Simon Says” as you give the commands. As students develop confidence, increase the commands by two or three I-LS-1 (PREP): HI-2: Using prepositions of additional steps. (K.L.1e) direction (e.g., on, in, near, behind). *Prepositions of Location (I-LS-1(PREP): HI-1) I-LS-1 (PREP): HI-3: Using prepositions of time (e.g., on, at, in, by). 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) 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 -
  • 16. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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.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, Dictate a simple sentence for completion, with unknown words provided and lines for drawing on knowledge of sound-letter missing words: (e.g., He will hit the ball; ___ will ___ ___ ball.) Help students segment the relationships. phonetically regular words as they write. Encourage students to produce their own simple sentences. (K.L.2d, K.L.1f) 1-W-2: HI-2: Applying letter-sound relationships to write simple CVC words and attempt more complex words. 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 -
  • 17. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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.4a Identify new meanings for familiar Tell the students that there are words that are spelled the same and sound the same, but words and apply them accurately (e.g., have very different meanings. Listen to John Philip Sousa’s music and “march” around the knowing duck is a bird and learning the verb room. Explain that in this case, “march” is an action word. The name of this type of song is to duck). a “march,” because you want to march to it. And you could even do this “march” in the month of “March.” The lesson: Some words are used differently to mean different things. 1-L-2: HI-5: Determining word meaning This activity can be repeated with the word “flag,” using the word as a verb and as a noun. within context. (K.L.4a) 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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 - 17 -
  • 18. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful). 1-L-2: HI-1: Naming and sorting common objects and pictures into self-selected categories and providing rationale. 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. 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 -
  • 19. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten ELA Standards/ELP Standards: Sample Activities/Assessments: Speaking and Listening (SL) K.SL.2 Confirm understanding of a text read To introduce the concept of a symbol, choose a symbol well known to the students in your aloud or information presented orally or class (e.g., professional sports team logo or school mascot). Discuss why a symbol is through other media by asking and important for unifying fans behind a team or school. Go on to discuss the meaning behind answering questions about key details and the symbol as a source of inspiration. (K.SL.2, K.SL.3, K.SL.4) 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. 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 -
  • 20. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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. 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). 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 -
  • 21. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Teacher’s Notes UNIT 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 - 21 -
  • 22. 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 4. Literary Texts Literary Texts Informational Texts Picture Books (Read Aloud) Songs (Read Along) Informational Texts Our Country (Emergent Reader) (Susan Duck for President (Doreen Cronin & Betsy "America the Beautiful” (Katharine Lee Bates Canizares and S. Berger) Lewin) and Samuel A. Ward) The American Flag (Welcome Books) Clifford Goes to Washington (Norman “America (My Country, ‘Tis of Thee)” (Samuel (Lloyd G. Douglas) Bridwell) Francis Smith) The White House (Welcome Books) This Land is Your Land (Woody Guthrie & “Yankee Doodle” (Traditional) (Lloyd G. Douglas) Kathy Jakobsen) “You’re a Grand Old Flag” (George M. Cohan) The Statue of Liberty (Welcome Books) My Country, ‘Tis of Thee (Samuel Francis (Lloyd G. Douglas) Smith) The Bald Eagle (Welcome Books) (Lloyd America the Beautiful (Katharine Bates, G. Douglas) Wendell Minor) The Liberty Bell (Welcome Books) (Lloyd Pledge of Allegiance (Scholastic, Inc.) G. Douglas) I Pledge Allegiance (Bill Martin, Jr., Michael Giving Thanks: The 1621 Harvest Feast Sampson, & Chris Raschka) (Kate Waters and Russ Kendall) Apple Pie and the Fourth of July (Janet S. Independence Day (Rookie Read-About Wong and Margaret Chodos-Irvine) Holiday Series) (David F. Marx) Family Pictures (Carmen Lomez Garza) (E) Martin Luther King Jr. Day (Rookie Read- About Holiday Series) (Trudi Strain Trueit) Poems (Read Aloud) Veterans Day (Rookie Read-About Holiday Series) (Jacqueline S. Cotton) “Celebration” in Song and Dance (Alonzo John Philip Sousa: Getting to Know the Lopez) (E) World’s Greatest Composers (Mike Selections from I Am America (Charles R. Venezia) Smith) El Dia De Los Muertos: The Day of the “Thanksgiving Day” in Flowers for Children, Dead (Rookie Read-About Holiday 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 -
  • 23. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Vol. 2 (Lydia Maria Child) Series) (Mary Dodson Wade) (Continued) Art, Music, and Media Informational Text Music Cinco de Mayo (Rookie Read-About Holiday Series) (Mary Dodson Wade and John Philip Sousa, Stars and Stripes Nanci R. Vargus) Forever (1896) Chinese New Year (Rookie Read-About John Philip Sousa, The Liberty Holiday Series) (David F. Marx) Bell (1893) Chanukah (Rookie Read-About Holiday John Philip Sousa, The Washington Post Series) (David F. Marx ) (1889) Ramadan (Rookie Read-About Holiday Series) (David F. Marx) Kwanzaa (Rookie Read-About Holiday Series ) (Trudi Strain Truett) Christmas (Rookie Read-About Holiday Series) (Trudi Strain Truett) Diwali (Rookie Read-About Holiday Series) (Trudi Strain Truett) Website References Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coaches.shtml 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 -
  • 24. 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 4. Standards may lend themselves to additional methodologies. *Language Warm-Up *Collaborative Story Re-tell *Vocabulary Frames *Concept Charts *Verb Tense Study *Function Junction *The Big Cheese *Reverse Questioning *Prepositions for Location *Morph House 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 -