Isaac School District No. 5                                     English Language Arts Curriculum Map: Kindergarten Unit 5:...
Isaac School District No. 5                                    English Language Arts Curriculum Map: Kindergarten K.RF.1d ...
Isaac School District No. 5                                      English Language Arts Curriculum Map: Kindergarten K.RF.2...
Isaac School District No. 5                                    English Language Arts Curriculum Map: Kindergarten I-LS-2: ...
Isaac School District No. 5                                       English Language Arts Curriculum Map: Kindergarten K.RF....
Isaac School District No. 5                                    English Language Arts Curriculum Map: Kindergarten my, is, ...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Kindergarten I-R...
Isaac School District No. 5                                      English Language Arts Curriculum Map: Kindergarten ELA St...
Isaac School District No. 5                                       English Language Arts Curriculum Map: Kindergarten ELA S...
Isaac School District No. 5                                     English Language Arts Curriculum Map: Kindergarten K.W.5 W...
Isaac School District No. 5                                      English Language Arts Curriculum Map: Kindergarten K.W.8 ...
Isaac School District No. 5                                         English Language Arts Curriculum Map: Kindergarten I-W...
Isaac School District No. 5                                       English Language Arts Curriculum Map: Kindergarten K.L.2...
Isaac School District No. 5                                     English Language Arts Curriculum Map: Kindergarten phrases...
Isaac School District No. 5                                      English Language Arts Curriculum Map: Kindergarten I-LS-2...
Isaac School District No. 5                                     English Language Arts Curriculum Map: Kindergarten through...
Isaac School District No. 5                             English Language Arts Curriculum Map: Kindergarten Teacher’s Notes...
Isaac School District No. 5                                           English Language Arts Curriculum Map: Kindergarten  ...
Isaac School District No. 5                                            English Language Arts Curriculum Map: Kindergarten ...
Isaac School District No. 5                                           English Language Arts Curriculum Map: Kindergarten  ...
Upcoming SlideShare
Loading in...5
×

Kinder Unit 5 2011 2012

1,015

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,015
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Kinder Unit 5 2011 2012

  1. 1. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Unit 5: The Great Big World - In this unit, students compare and contrast fairy tales while focusing on the difference a setting can make in the creation of a story. Overview: Building on the diversity of family celebrations, students read about the greater world beyond America. By reading “Mr. Popper’s Penguins,” students are lured into dreaming of far-away places. Focusing on the pairing of fiction and informational text, students see how fictional settings can reflect real places. By using an atlas, non-fiction books, video, and interactive on-line media, students also see how different types of texts give us similar and different information. During these activities, students write words using what they know about vowel sounds, beginning and ending sounds, and word families. Viewing landscapes by master painters reinforces the concept of comparing and contrasting settings. Big Ideas: Essential Questions: Vocabulary: A variety of acquired skills are used to What strategies do good readers use when compare decode, recognize, and understand words. they encounter an unknown word? contrast different Reading provides a picture of the world, and How do we use literature and informational settings helps us imagine places far away. texts to learn about the world? similar opposites Learners develop a natural curiosity about the world around them. 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-
  2. 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; l-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. 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 words. I-R-2: LI-4: Producing rhyming words in 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. 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. 3. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. I-R-2(PA): HI-1: Blending two or three spoken syllables to produce words. K.RF.2c Blend and segment onsets and Model blending words with four sounds. Hold up your fist; raise a finger as you say each rimes of single-syllable spoken words. sound (e.g., /m/, /a/, /s/, /k/), then blend the whole word (i.e., mask) as you sweep your hand from left to right. Students follow your lead. (K.RF.2c) I-R-2(PA): HI-4: Orally forming words by substituting simple onsets (/c/) with given Instructional Routine Template: Card 4 (K.RF.2c) rimes (/at/). K.RF.2d Isolate and pronounce the initial, Create “vowel houses” where words with the same vowel sound live together. Using picture medial vowel, and final sounds (phonemes) cards for one-syllable words with three or four different vowel sounds, students in three-phoneme (consonant-vowel- find the house where they live (e.g., saw, paw, dawn; blue, moon, chew; snow, bow, oak; consonant, or CVC) words.* (This does star, art, mark). (K.RF.2d) not include CVC words ending with /l/, /r/, or /x/.) Dictate a simple sentence with a line provided for each word: I hit the pin. He hit his chin. Help students segment the phonetically regular words as they write, referring to sound- I-R-2(PA): HI-2: Orally producing groups of symbol cards as necessary. (K.RF.2d) words that begin with the same initial sounds. Instructional Routine Template: Card 6 (K.RF.2d) 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. 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. 4. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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.2e Add or substitute individual sounds Using colored squares to represent speech sounds, show which sound has changed when (phonemes) in simple, one-syllable a spoken word is changed, one sound at a time: sun, ton, shun, shut, shout, out, oat, words to make new words. own, shown. (K.RF.2e) 1-R-2(PA): HI-4: Orally forming words by substituting simple onset (/c/) with given rimes (/at/). 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. 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 more consonants and two or three short vowels. one-to-one letter-sound correspondences by Model, then lead them in building words with three to four sounds. Continue sound producing the primary or many of the most substitution games. (K.RF.3a,b) frequent sounds for each consonant. Instructional Routine Template Card: 2 (K.RF.3a) I-R-2(D): HI-2: Producing letter sounds represented by the single lettered Instructional Routine Template Card: 8 (K.RF.3b) (Sound-by-sound blending) 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 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 Practice new “outlaw” or “red” words by tracing them, saying the letters, and saying the words by sight (e.g., the, of, to, you, she, whole word before reading in context. (K.RF.3c) 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. 6. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten my, is, are, do, does). Instructional Routine Template: Card 3 (K.RF.3c) I-R-2(D): HI-3: Reading high frequency words with automaticity in context. K.RF.3d Distinguish between similarly To a familiar word (e.g., rock, zip, jam) 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 changes, added, or removed. K.RF.4 Read emergent-reader texts with Continue with simple stories with high frequency words and decodable words that have purpose and understanding. been taught 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. Choral read No Alignment for variety. (K.RF.4) With phonetically regular, unknown words, encourage students to blend each sound into the whole word. (K.RF.4) ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Literature (RL) K.RL.2 With prompting and support, retell The literature in this unit is conducive to storytelling. Pair students so that they can practice familiar stories, including key details. retelling a favorite story from this unit. For example, they may retell “Story of Ferdinand.” 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. 7. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten I-R-3: HI-4: Sequencing a story or event (K.RL.2) including the beginning, middle, and end using transition words. (e.g., first, next, last) *Collaborative Story Re-tell (I-R-3: HI-4, HI-5; I-LS-1: HI-4) 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.9 With prompting and support, After reading two books, “Little Red Riding Hood” and “Lon Po Po,” discuss how the two compare and contrast the adventures stories are the same and how they are different. Generate ideas from among the children and experiences of characters in familiar through writing, drawing, or acting out parts of each story. (K.RL.9, K.RL.10) stories. *This or That (I-R-3: HI-3) I-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to text. K.RL.10 Actively engage in group reading activities with purpose and understanding. 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 -7-
  8. 8. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) K.RI.9 With prompting and support, Throughout this unit, read fictional stories set on a continent and then read informational identify basic similarities in and text (both from books and digital sources) that describe the continent. Students will develop differences between two texts on the an appreciation for the setting of the story – the connection between a fictional setting and same topic (e.g., in illustrations, a real place. Require students to record what they have learned on either Post-It notes or a descriptions, or procedures). white board to prepare for sharing with the whole group. Following each reading, they record new information, using these details to compare one continent to another. Note the 1-R-3: HI-3: Using key words, phrases, and opposites, such as “cold” and “hot” or “rainy” and “dry”. (K.RI.9) 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 -8-
  9. 9. 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, Give the students a prompt: “Mr. Popper loved the idea of dreaming big! He daydreamed dictating, and writing to compose opinion about faraway places. He wished he could have visited Antarctica to explore all that was pieces in which they tell a reader the topic or there. What continent do you daydream about visiting?” Allow students to choose one of the name of the book they are writing about the continents studied during this unit that they might like to visit someday. To help the and state an opinion or preference about the children plan their work, use a program such as Kidspiration to create a graphic organizer topic or book (e.g., My favorite book is . . .). on each of the continents chosen by the students. Students can draw pictures of animals, people, and objects one might find on that continent. Write two sentences about the I-W-1 The student will express his or her continent using a combination of drawing, dictation, and writing. Share the work with the thinking and ideas in a variety of writing class. (K.W.1, K.W.5, K.W.6, K.W.8, K.L.2d, K.SL.6) 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 Standards *ELD Methodology(ELP Direct Alignment) 7-13-11 -9-
  10. 10. 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 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. K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 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 - 10 -
  11. 11. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. I-W-1: HI-1: Writing narratives using simple 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. 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 letters. 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. 12. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten I-W-2: HI-1: Writing legibly and with correct formation all of the upper and lower-case letters of the alphabet. 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. K.L.1e Use the most frequently occurring *Prepositions for Location (I-LS-1(PREP): HI-1) prepositions (e.g., to, from, in, out, on, off, for, of, by, with). I-LS –1 (PREP): HI-1: Using prepositions of location (e.g., up, down, over). I-LS-1 (PREP): HI-2: Using prepositions of direction (e.g., on, in, near, behind). 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 - 12 -
  13. 13. 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. 1-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, In shared writing, as students volunteer words for retelling or creating stories, encourage drawing on knowledge of sound-letter them to provide letters for sounds as you write. (K.L.2d) 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 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. 14. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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 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. 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. 15. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten I-LS-2: HI-9: Classifying objects, people, and events, into self-generated categories. K.L.5d Distinguish shades of meaning *Vertical Sentence (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 “Mr. Popper’s Penguins” is filled with alliteration based on the letter “p.” Encourage the through conversations, reading and being children to listen for “p” words that they hear as you read. The vocabulary words will be read to, and responding to texts. challenging and fun to use in classroom discussions. (K.L.6) 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.2 Confirm understanding of a text read One of the favored choices for artistic expression is the painting of landscapes. View the aloud or information presented orally or landscapes from all over the world painted by the Masters. Encourage the students to 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. 16. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten through other media by asking and describe what they see and ask for clarification if they do not understand. This is an answering questions about key details and opportunity to extend the idea of comparing and contrasting the settings in stories to requesting clarification if something is not comparing and contrasting the settings in paintings. (K.SL.2) 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.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 - 16 -
  17. 17. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Teacher’s Notes UNIT 5: 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. 18. 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 5. Literary Texts Literary Texts Informational Texts Chapter Books (Read Aloud) (Continued) Informational Books (Read Aloud) Picture Books (Read Aloud) Mr. Popper’s Penguins (Richard and Continents and Maps (Big Book, Pearson Learning) Florence Atwater) (E) Asia Me on the Map (Joan Sweeney and Annette Cable) The Paper Crane (Molly Bang) (E) As the Crow Flies: A First Book of Maps (Gail Picture Books (Read Aloud) Lon Po Po: A Red-Riding Hood Story from Hartman and Harvey Stevenson) China (Ed Young) (E) Beginner’s World Atlas (National Geographic) North America Once a Mouse… (Marcia Brown) Arrow to the Sun, (Gerald McDermott) The Fool of the World and the Flying Ship Informational Books (Read Aloud / Independent) Song of the Swallows (Leo Politi) (Arthur Ransome and Uri Shulevitz) The Story of Jumping Mouse (John Africa The Seven Continents (Rookie Read-About Steptoe) A Story, A Story (Gail E. Haley) (E) Geography) (Wil Mara) South America Why Mosquitoes Buzz in People’s Ears North America (Rookie Read-About Geography) Morpha: A Rain Forest Story (Michael (Verna Aardema and Leo and Diane Dillon) (Allan Fowler) Tennyson and Jennifer H. Yoswa) Shadow (Blaise Cendrars, translated by South America (Rookie Read-About Geography) Rain Player (David Wisniewski) Marcia Brown) (Allan Fowler) Europe Antarctica Europe (Rookie Read-About Geography) (Allan Little Red Riding Hood (Trina Schart Something to Tell the Grandcows (Eileen Fowler) Hyman) Spinelli and Bill Slavin) Asia (Rookie Read-About Geography) (Allan One Fine Day (Nonny Hogrogian) Eve of the Emperor Penguin (Mary Pope Fowler) The Story of Ferdinand (Munro Leaf and Osborne and Sal Murdocca) Africa (Rookie Read-About Geography) (Allan Robert Lawson) Fowler) Australia Music Lyrics (Read Along) Australia (Rookie Read-About Geography) (Allan Lizzie Nonsense (Jan Ormerod) Fowler) Possum Magic (Mem Fox and Julie Vivas) “It’s a Small World” (Walt Disney) Antarctica (Rookie Read-About Geography) (Allan Koala Lou (Mem Fox and Pamela Lofts) "London Bridge Is Falling Down" (Tinkerbell Fowler) 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. 19. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Records) Count Your Way Through China… (Jim Haskins) Art, Music, and Media Website References (Continued) Online Games Art Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coaches.shtml “All About World Geography: World Map Europe with a Continent Matching Puzzle” (Sheppard Software) John Constable, The Hay Wain (1821) Movies J.M.W. Turner, Rain, Steam and Speed —The Great Western Railway (1844) Luc Jacquet, dir., March of the Penguins Paul Cezanne, Straße vor dem Gebirge (2005) Sainte-Victoire (1898-1902) Jon Stone, dir., Big Bird Goes to China Louisa Matthiasdottir, Five Sheep (no date) (1983) Asia Music Guo Xi, Early Spring (1072) Mary F. Higuchi (compiled by), “Geography Ando Hiroshige, panel from Famous views of Songs on the Continents” (2000) 53 stations of the Tōkaidō Road (1855) Art Africa North America J.H. Pierneef, Trees (Date Unknown) Albert Bierstadt, Valley of the Yosemite (1864) Winslow Homer, The Gulf Stream (1899) Australia Joseph Stella, Bridge (1936) Emily Kame Kngwarreye, Earth’s Creation Piet Mondrian, Broadway Boogie Woogie (1994) (1942-1943 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. 20. 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 5. Standards may lend themselves to additional methodologies. *Language Warm-Up *Collaborative Story Re-tell *This or That *Function Junction *The Big Cheese *Reverse Questioning *Prepositions for Location *Verb Tense Study *Vertical Sentence 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 -

×