Kinder Unit 6 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Unit 6: Wonders of Nature: Plants, Bugs, and Frogs - In this unit, students enjoy reading emergent-reader informational texts and listening as picture books by Eric Carle and Robert McCloskey are read aloud. Overview: They build on the phonological and phonemic work done all year in Kindergarten by reading with the support of teachers and peers. Focusing on relationships among ideas in texts, students see growth and change through the lens of both fiction and informational texts. Learning about “cause and effect,” students recognize interactions in nature and note the role that people can play in preserving nature. Students read about Monet, an artist who was inspired by the wonder of nature, as an introduction to revision in the creative process. Extension: Teachers introduce the work of Monet or other artists who were inspired by the wonder of nature, as an introduction to revision in the creative process. Big Ideas: Essential Questions: Vocabulary: Good readers use many strategies when What is a good reader? creative they read. different Why do people read and write? explain Learners share what they learn to help explanatory writing others. Why is it important to share what we know revision and learn? similar Writers share their knowledge so readers opposites can learn. antonyms 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) 7-13-2011 -1-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.1d Recognize and name all the upper- *Language Warm-Up (I-R-2(D): HI-1; I-LS-2: HI-1) and lower-case letters of the alphabet. 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) 7-13-2011 -2-
  • 3. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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 rimes of single-syllable spoken words. I-R-2(PA): HI-4: Orally forming words by substituting simple onsets (/c/) with given rimes (/at/). K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVC words ending with /l/, /r/, or /x/.) I-R-2(PA): HI-2: Orally producing groups of words that begin with the same initial sounds. 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) 7-13-2011 -3-
  • 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 (phonemes) in simple, one-syllable words to make new words. 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) 7-13-2011 -4-
  • 5. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RF.3a Demonstrate basic knowledge of *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5) one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. I-R-2(D): HI-2: Producing letter sounds represented by the single lettered consonants and vowels. 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 *Language Warm-Up (I-R-2(D): HI-2) 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 words by sight (e.g., the, of, to, you, she, BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 -5-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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 *Language Warm-up (I-R-2(D): HI-4, HI-5) spelled words by identifying the sounds of the letters that differ. 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 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) 7-13-2011 -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 characters, settings, and major events in a story. 1-R-3: HI-7: Describing the main characters of a story. (B-7) 1-R-3: HI-8: Describing the setting of a story. (B-8) 1-R-9: HI-9: Describing the key events of a story. (B-9) 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.8 With prompting and support, Read a book such as “Earth Day.” As you read, encourage the students to think about why identify the reasons an author gives to we need “Earth Day” and how celebrating this special day helps the earth. Build in personal support points in a text. accountability by asking students to draw, write, or dictate what they learned about caring for the earth. (K.RI.8, K.RI.10, K.SL.6) 1-R-3: HI-3: Using key words, phrases, and complete sentences to answer open-ended comprehension questions when responding to 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) 7-13-2011 -7-
  • 8. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.RI.9 With prompting and support, Read a book such as “From Tadpole to Frog” and then read “Red-Eyed Tree Frog.” (These identify basic similarities in and books are both non-fictional books and they both talk about “toads.”) Ask what the students differences between two texts on the noticed about how these books were the same and how they were different. (K.RI.9, same topic (e.g., in illustrations, K.RI.10, K.SL.6) descriptions, or procedures). 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. ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) K.W.2 Use a combination of drawing, After reading an informational text detailing a process, such as the life cycle of a butterfly or dictating, and writing to compose informative frog, have the students create a four page booklet showing the stages of growth in /explanatory texts in which they name what illustrations. Have students add a complete sentence for each illustration. (K.W.2, K.L.2) they are writing about and supply some information about the topic. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 -8-
  • 9. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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.3 Use a combination of drawing, After following a story board and rehearsing a story orally, encourage students to write dictating, and writing to narrate a single several sentences connected by a narrative sequence. Encourage phonetic spelling of event or several loosely linked events, tell unknown words and correct spelling of the highest frequency words that have about the events in the order in which they been practiced. (K.W.3, K.L.1, K.L.2) occurred, and provide a reaction to what happened. 1-W-1: HI-1: Writing narratives using simple sentences that include sight words, CVC words, and phonetic spelling to express ideas. 1-LS-1: HI-4: Sequencing events from read-alouds, presentations, and conversations. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 -9-
  • 10. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade- specific expectations for writing types are defined in standards 1–3 above.) I-W-1 The student will express his or her thinking and ideas in a variety of writing genres. 1-W-3: HI-2: Experimenting with writing a draft for a specific purpose. K.W.4a With guidance and support from adults, produce functional writing (e.g., classroom rules, experiments, notes /messages, friendly letters, labels, graphs /tables) in which the development and organization are appropriate to task and purpose. I-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. I-W-1: HI-4: Writing friendly letters or thank you notes using simple sentences that include sight words, CVC words, and phonetic spelling. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 10 -
  • 11. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.W.5 With guidance and support from Claude Monet painted water lilies over and over again. Tell the students to look at his adults, respond to questions and paintings to see how they changed with the shifting light in his garden. Display the three suggestions from peers and add details to paintings in chronological order, but spend time on the first one before showing the next strengthen writing as needed. one. Ask the students if they think he was doing the same painting over and over again or if he was painting it differently each time. Ask them what changed. Relate this idea to the 1-W-3: HI-3: Revising original draft for revision process when writing stories. Distribute a previously written story and ask the clarity by adding additional details to students to revise their paper by adding new details. Publish the writing in a digital format improve audience understanding. by scanning the student work and inserting it into a Power Point presentation. Students will present the work to parents as a culminating writing activity for the year. (K.W.5, K.W.6) 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. 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. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 11 -
  • 12. 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 letters. I-W-2: HI-1: Writing legibly and with correct formation all of the upper-case 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). BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 12 -
  • 13. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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) 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. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 13 -
  • 14. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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) 7-13-2011 - 14 -
  • 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.4b Use the most frequently occurring Create a word bank for “Ways Animals Move” (e.g., dart, fly, hop, and swim). Have inflections and affixes (e.g., -ed, -s, re-, students act out the words after they write them. Use these verbs to teach the -ed, -s, and - un-, pre-, -ful, -less) as a clue to the ing suffixes. (K.L.4b, K.L.5b) meaning of an unknown word. *Morph House (K.L.4b) 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. K.L.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). I-L-2: HI-5: Determining word meaning within context. (B-5) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 15 -
  • 16. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten K.L5d 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 through conversations, reading and being read to, and responding to texts. I-L-2 The student will acquire English language vocabulary and use it in relevant contexts. ELA Standards/ELP Standards: Sample Activities/Assessments: Speaking and Listening (SL) K.SL.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) 7-13-2011 - 16 -
  • 17. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten 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) 7-13-2011 - 17 -
  • 18. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Teacher’s Notes UNIT 6: BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 18 -
  • 19. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Suggested Works (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Highlighted titles indicate works referenced in Unit 6. Picture Books (Read Aloud) Poems (Read Aloud) Informational Text (Read Aloud) Days with Frog and Toad (Arnold Lobel) (EA) “Two Tree Toads” in Orangutan Tongs: Follow the Water from Brook to Ocean (Arthur The Carrot Seed (Ruth Krauss and Crockett Poems to Tangle Your Tongue (Jon Agee) (E) Dorros) (E) Johnson) Selections from Insectlopedia (Douglas “Our Good Earth” in National Geographic The Tiny Seed (The World of Eric Carle) (Eric Florian) Young Explorer! (April 2009) (EA) Carle) “Little Black Bug” (Margaret Wise Brown) The Reasons for Seasons (Gail Gibbons) A Tree is Nice (Janice May Udry and Marc “The Caterpillar” in Rossetti: Poems (Christina (EA) Simont) Rossetti) (EA) The Seasons of Arnold’s Apple Tree (Gail Time of Wonder (Robert McCloskey) “Trees” (Sarah Coleridge) Gibbons) (EA) One Morning in Maine (Robert McCloskey) “Over in the Meadow” (John Langstaff and Red-Eyed Tree Frog (Joy Cowley and Nic Jack and the Beanstalk (Steven Kellogg) Feodor Rojankovsky) (E) Bishop) Kate and the Beanstalk (Mary Pope Osborne “Wouldn’t You?” in You Read to Me, I’ll Read and Giselle Potter) to You (John Ciardi) (E) Informational Text (Read Aloud / Independent) There was an Old Lady Who Swallowed a Fly (Simms Taback) Nursery Rhymes (Read Along) Living Sunlight: How Plants Bring the Earth to Fireflies (Julie Brinckloe) Life (Molly Bang and Penny Chisholm) (EA) The Very Lonely Firefly (Eric Carle) “Mary, Mary Quite Contrary” A Tree is a Plant (Let’s-Read-and-Find-Out The Grouchy Ladybug (Eric Carle) “Ladybug, Ladybug” Science) (Clyde Robert Bulla and Stacey The Very Quiet Cricket (Eric Carle) Schuett) (E) The Very Clumsy Click Beetle (Eric Carle) Songs (Sing Along) From Seed to Pumpkin (Let’s-Read-and-Find- It’s Earth Day (Mercer Mayer) Out Science) (Wendy Pfeffer and James “The Ants Go Marching One by Graham Hale) (E) Picture Books (Read Aloud / Independent) One”“Itsy Bitsy Spider” From Tadpole to Frog (Let’s-Read-and-Find- Out Science) (Wendy Pfeffer and Holly Keller) Hi! Fly Guy (Tedd Arnold) (E) (E Series) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 19 -
  • 20. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Art, Music, and Media (Continued) Art Informational Text (Read Aloud / Independent) Claude Monet, Water Lilies (The Clouds) From Caterpillar to Butterfly (Let’s-Read- (1903) and- Find-Out Science) (Deborah Claude Monet, Water Lilies (1906) Heiligman and Bari Weissman) (E Series) Claude Monet, Water Lilies (1916-1923) How a Seed Grows (Let’s-Read-and- Find-Out Science) (Helene J. Jordan and Books (art-related) Loretta Krupinski) (E Series) Frogs and Toads and Tadpoles, Too! The Magical Garden of Claude Monet (Rookie Read-About Science) (Allan (Laurence Anholt) Fowler) A Blue Butterfly (Bijou LeTord) From Seed to Plant (Rookie…) (Allan Fowler) Media Taking Root (Rookie…) (Allan Fowler) Inside an Ant Colony (Rookie…) (Allan Linnea in Monet’s Garden (1999) Fowler) Maple Trees (Rookie…) (Allan Fowler) Pine Trees (Rookie…) (Allan Fowler) Cactuses (Rookie…) (Allan Fowler) It Could Still Be a Flower (Rookie…) (Allan Fowler) Plants That Eat Animals (Rookie…) (Allan Fowler) It’s a Good Thing There are Insects (Rookie…)(Allan Fowler) Spiders Are Not Insects (Rookie…) (Allan Fowler) Earth Day (Rookie Read-About Holidays) (Trudi Strain Trueit) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology(ELP Direct Alignment) 7-13-2011 - 20 -
  • 21. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten Website References Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coaches.sht ml *ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 6. Standards may lend themselves to additional methodologies. *Language Warm-Up *Function Junction *The Big Cheese *Reverse Questioning *Prepositions for Location *Verb Tense Study *Morph House *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) 7-13-2011 - 21 -