Kinder Unit 1 2011 2012

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Kinder Unit 1 2011 2012

  1. 1. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenUnit 1: A Colorful Time with Rhythm and Rhyme - In this unit, students are introduced to colorful picture books, traditional poetry, andnursery rhymes filled with rhythm and rhyme.Overview: Focusing on phonological awareness, students are challenged to listen for rhythm and rhyming words within the literature.Concepts of print are taught as students read poems on wall charts and in informational books. Descriptions of gathered objects and artpieces highlight the secondary focus on color, encouraging rich description, discussion in spoken language, and vocabulary development.In this early stage of writing, students use a combination of drawing, dictation, and writing to give opinions about favorite colors.Big Ideas: Essential Questions: Vocabulary:Print is everywhere and has meaning. Where is print found? artist poem author poetRhythm and rhyme allow language to flow What does print represent? describe poetryand support fluency. illustration rhyme How does rhyme affect the way that we hear illustrator rhythm language? informational book stanza line story book opinion oppositesELA Standards/ELP Standards: Sample Activities/Assessments:Reading Foundations (RF)K.RF.1 Demonstrate understanding of theorganization and basic features of print.I-R-1 The students will demonstrateunderstanding of print concepts of theEnglish language. K.RF.1a Follow words from left to right, top As you read a nursery rhyme (or poem) from a chart, choose someone to come up andto bottom, and page by page. follow the words from left to right with the pointer. Instruct the students that if there is a word they do not understand in this rhyme, they should raise a hand to ask about it.I-R-1: HI-1: Demonstrating the command of (K.RF.1a,b,c, K.RL.4, K.RL.5)left to right, top to bottom directionality, andreturn sweep when “reading” books. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -1-
  2. 2. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.RF.1b Recognize that spoken words are With plastic magnetic letters and a white board, teach the meaning of “letter,” “word,” andrepresented in written language by specific “sentence,” and then ask students to identify examples of each in a printed phrase from asequences of letters. familiar rhyme. (K.RF.1a,b,c)I-R-1: HI-2: Demonstrating the one-to-onecorrelation between a spoken word and aprinted word.K.RF.1c Understand that words areseparated by spaces in print.No AlignmentK.RF.1d Recognize and name all upper- Fold a paper in half and write “Letters in my name” on one half and “Letters not in myand lower-case letters of the alphabet. name” on the other half. Students attach paper to clipboards and walk around the room looking for letters in the classroom. When they find a letter, they determine which half of theI-R-2(D): HI-1: Naming all upper and lower- paper to write it on. Students say the name of the letter as they write it. This works well ascase letters of the alphabet with different a whole group activity guided by the teacher. (K.RF.1d)fonts out of sequence. Teacher writes the color word “yellow” on chart paper. Teacher and students walk aroundI-LS-2: HI-1: Naming upper and lower-case the room and look for the letters in “yellow”. This works well as a whole group activityalphabet letters in random order with guided by the teacher. (K.RF.1d)accurate pronunciation. Students trace sandpaper letters while naming them; trace letter shapes written in large font on a chalkboard; or match manipulative upper-and lower-case letters or letters written on cards until they can point to any letter you name. (K.RF.1d) Instructional Routine Template: Card 1 (K.RF.1d) *Language Warm-Up (I-R-2(D): HI-1; I-LS-2: HI-1) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -2-
  3. 3. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.RF.2 Demonstrate understanding ofspoken words, syllables, and sounds(phonemes).I-R-2(PA) The students will identify andmanipulate the sounds of the Englishlanguage and decode words, usingknowledge of phonics, syllabication, andword parts.K.RF.2a Recognize and produce rhyming As teacher reads a rhyme, ask students to focus on listening for rhyming words andwords. hearing the rhythm of the lines. By teaching the children to follow along with you on wall charts, they are able to enjoy rich vocabulary in context and become familiar with sightI-R-2: LI-4: Producing rhyming words in words and word families. (K.RF.2a, K.RF.1a)response to an oral prompt. While reading (reciting) “Humpty Dumpty,” clap on the word at the end of a line (e.g.,I-LS-2: HI-10: Producing rhyming words “wall”). The children will clap when they hear the word that rhymes with it (e.g., “fall”).and short, simple, rhyming phrases and Continue with various rhymes and poems. (K.RF.2a)songs using accurate pronunciation as wellas expressive phrasing and intonation. Read a literature book or poem with rhyming text to the class. Then, close the book and repeat some of the lines, leaving off the final, rhyming word. For example, you might say Humpty Dumpty sat on a wall. Humpty Dumpty had a great _____ (fall). Have children provide the missing word. (K.RF.2a) After recitation of a favorite rhyme or song, present a puppet that has trouble remembering his words. Students hold up their thumbs if they hear the puppet make a mistake: “Jack and Jill when up the pill.” Encourage students to say the correct word. (K.RF.2a) Objects are illustrated on a page. As the teacher says a word (such as “fizzers”), the students point to the corresponding rhyming picture. . , They pull out the object that rhymes (“scissors”). You can use any objects, because it doesn’t matter if the rhyming words are real words or nonsense words. (K.RF.2a) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -3-
  4. 4. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.RF.3 Know and apply grade-level phonicsand word analysis skills in decoding words.I-R-2(D) The student will identify andmanipulate the sounds of the Englishlanguage and decode words, usingknowledge of phonics, syllabication, andword parts.K.RF.3a Demonstrate basic knowledge of As you recite the alphabet song, pointing to the cards, pause every few cards and askone-to-one letter-sound correspondences by students to fill in the letter name/keyword/sound (e.g., “r,” rabbit, /r/). (RF.K.3a,b)producing the primary or many of the mostfrequent sounds for each consonant. Instructional Routine Template: Card 2 (K.RF.3a)I-R-2(D): HI-2: Producing letter sounds *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5)represented by the single letteredconsonants and vowels.I-R-2(D): HI-6: Decoding common CVCwords.I-LS-2: HI-2: Producing all individualphonemes in words from print usingaccurate articulation.I-LS-2: HI-5: Producing and blending theinitial, medial and final sounds of grade-appropriate words using accuratearticulation and pronunciation. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -4-
  5. 5. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.RF.3b Associate the long and short Instructional Routine Template: Card 2 (K.RF.3b)sounds with common spellings (graphemes)for the five major vowels. I-R-2(D): HI-2: Producing letter soundsrepresented by the single letteredconsonants and vowels.K.RF.3c Read common high-frequency Teachers use predictable text and a repetitive format to help students learn high-frequencywords by sight (e.g., the, of, to, you, she, words. Students develop fluency as they participate in a choral reading of the predictablemy, is, are, do, does). text. Read “Brown Bear, Brown Bear” to the students. After reading the story to the students a number of times, have students fill in the blanks in the following sentence:I-R-2(D): HI –3: Reading high frequency “Brown bear brown bear what do you see?” “I see a (color word) (animal) looking at me.”words with automaticity in context. Point out the high-frequency words. (K.RF.3c) Instructional Routine Template: Card 3 (K.RF.3c)ELA Standards/ELP Standards: Sample Activities/Assessments:Reading Literature (RL)K.RL.4 Ask and answer questions about Teachers pose questions throughout the reading that enhance meaning construction andunknown words in a text. also show students how one makes sense of texts. (K.RL.4)I-R-3: HI-3: Using key words, phrases, and Allow students to ask questions and discuss the text as it is being read to scaffoldcomplete sentences to answer open-ended their construction of meaning. (K.RL.4)comprehension questions when respondingto text. Teachers teach students through demonstration and think-alouds, how to monitor their understanding while they read and recognize difficult concepts or words. (K.RL.4)I-L-2: HI-3: Identifying the meaning of and Introduce and model the unknown word strategy to students, while reading to students.using high frequency words. (K.RL.4) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -5-
  6. 6. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenI-L-2: HI-5: Determining word meaning Instructional Routine Template: Card 15 (K.RL.4)within context. *The Big Cheese (I-R-3: HI-3)K.RL.5 Recognize common types of texts(e.g., storybooks, poems).No AlignmentELA Standards/ELP Standards: Sample Activities/Assessments:Reading Informational Text (RI)K.RI.4 With prompting and support, ask As the class reads an informational or literary book, introduce the idea of author andand answer questions about unknown illustrator. Describe their roles in the creation of a text. Carefully show the front cover, backwords in a text. cover, and title page of the book. As you read an informational text such as “All the Colors of the Rainbow”, pause to ask the children questions. Encourage them to ask questions1-L-2: HI-3: Identifying the meaning of and about the text and especially about words they do not understand. (K.RI.4, K.RI.5, K.RI.6)using high frequency words. *Vocabulary Frames (I-L-2: HI-3, HI-5)I-L-2: HI-5: Determining word meaningwithin context.K.RI.5 Identify the front cover, back cover,and title page of a book.I-R-3: HI-2: Making and confirmingpredictions based on the title, cover,illustrations, and text. (PE-2) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -6-
  7. 7. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.RI.6 Name the author and illustrator of atext and define the role of each in presentingthe ideas or information in a text.No AlignmentELA Standards/ELP Standards: Sample Activities/Assessments:Writing (W)K.W.1 Use a combination of drawing, Hand out prepared papers with the following: My favorite color is _____________ becausedictating, and writing to compose _____________. Instruct students that when they have written (or dictated) their answer,opinion pieces in which they tell a reader they should illustrate their thinking with a detailed drawing. (An art-related extension to thisthe topic or the name of the book they activity would be to have students fill in and illustrate: My favorite painting isare writing about and state an opinion or _____________ because _____________.) (K.W.1, K.L.1a)preference about the topic or book (e.g.,My favorite book is . . . ). *This or That (I-W-1)I-W-1 The student will express his or herthinking and ideas in a variety of writinggenres.I-W-1: HI-5: Responding to literaryselections by writing simple sentences.I-LS-1: HI-6: Responding to comments andquestions in social conversations by askingquestions, sharing one’s experiences, andexpressing one’s thoughts. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -7-
  8. 8. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenELA Standards/ELP Standards: Sample Activities/Assessments:Language (L)K.L.1 Demonstrate command of theconventions of standard English grammarand usage when writing or speaking.I-L-1 The student will identify and applyconventions of English in his or hercommunications.I-W-2 The student will identify and applyconventions of standard English in his or hercommunications.K.L.1a Print many upper- and lower-case Draw large shapes (circle, horizontal line, cross, etc.) on the chalkboard. Provideletters. a rhythm as students trace the shape with the whole arm and pointer fingers on the board or in the air. “Trace” with eyes open and closed. (K.L.1a)I-W-2: HI-1: Writing legibly and with correctformation all of the upper-case and lower-case letters of the alphabet.K.L.1b Use frequently occurring nouns and *Concept Charts (I-L-1(N): HI-2)verbs. *Concept Charts (I-L-1(V): HI-1)I-L-1(N): HI-2: Explaining the differencebetween 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 presenttense verbs with subject-verb agreement. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) -8-
  9. 9. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.L.1c Form regular plural nouns orally by *Concept Charts (I-L-1(N): HI: 2)adding /s/ or /es/ (e.g., dog, dogs, wish,wishes).1-L-1(N): HI-2: Explaining differencesbetween common and proper nouns incontext (singular and plural). (B-2)K.L.1d Understand and use question *Function Junction (I-L-1(Q): HI-1)words (interrogatives) (e.g., who, what,where, when, why, how). *Reverse Questioning (I-L-1(Q): HI-1)I-L-1(Q): HI-1: Producing questions with *The Big Cheese (I-L-1(Q): HI-1)inflections.K.L.1f Produce and expand complete *Verb Tense Study (1-LS-1(SC): HI-1 thru HI-10)sentences in shared language activities.1-L-1(SC): HI-1 thru HI-10: Go to theSentence Construction (SC) section of theLanguage 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 7-13-11(ELP Direct Alignment) -9-
  10. 10. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.L.2 Demonstrate command of theconventions of standard Englishcapitalization, punctuation, and spellingwhen writing.I-L-1 The student will identify and applyconventions of English in his or hercommunications.I-W-2 The student will identify and applyconventions of standard English in his or hercommunications.K.L.2c Write a letter or letters for mostconsonant and short-vowel sounds(phonemes).I-W-2: HI-1: Writing legibly and with correctformation all of the upper and lower-caseletters of the alphabet.K.L.2d Spell simple words phonetically,drawing on knowledge of sound-letterrelationships.1-W-2: HI-2: Applying letter-soundrelationships to write simple CVC words andattempt more complex words. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 10 -
  11. 11. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.L.5 With guidance and support fromadults, explore word relationships andnuances in word meanings.I-L-2 The students will acquire Englishlanguage vocabulary and use it in relevantcontexts.K.L.5a Sort common objects into categories(e.g. shapes, foods) to gain a sense of theconcepts the categories represent.I-L-2: HI-1: Naming and sorting commonobjects and pictures into self categories andproviding rationale.I-LS-2: HI-9: Classifying objects, people,and events, into self-generated categories.K.L.5b Demonstrate understanding of Prepare a basket of colored objects. Invite students to come to the basket and choosefrequently occurring verbs and adjectives by something to tell the class about. This is the rule: Each student must describe the objectrelating them to their opposites (antonyms). using at least two “describing words” (i.e., adjectives). Example: a bright red apple, a small green block. Extend this activity by introducing opposites of one of the adjectives. “YouI-L-2: HI-5: Determining word meaning showed me a small block. Now find a large block.” (K.L.5b)within context. (B-5) Create an illustrated alphabet book of action words with your students. From attack to zap, reinforce the definition of verbs as it stretches and expands students vocabulary. (K.L.5b) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 11 -
  12. 12. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.L.6 Use words and phrases acquiredthrough conversations, reading, and beingread to, and responding to texts.I-L-2 The students will acquire Englishlanguage vocabulary and use it in relevantcontexts.ELA Standards/ELP Standards: Sample Activities/Assessments:Speaking and Listening (SL)K.SL.1 Participate in collaborative Arrange small groups of students and place an object (e.g., a block) in the middle of eachconversations with diverse partners circle. Discuss which rhyme in this unit is their favorite. Students pick up the block whenabout kindergarten topics and texts with ready to share and put the block back in the middle when finished. (K.SL.1, K.SL.1a)peers and adults in small and largergroups. *The Big Cheese (I-LS-1: HI-6)I-LS-1 The student will listen actively to theideas of others in order to acquire newknowledge.1-LS-2 The student will express orally his orher own thinking and ideas.I-LS-1: HI-3: Responding to read-alouds byidentifying main ideas/concepts and detailsusing key words in complete sentences.I-LS-1: HI-6: Responding to comments andquestions in social conversations by askingquestions, sharing one’s experiences, andexpressing one’s thoughts. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 12 -
  13. 13. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenK.SL.1a Follow agreed-upon rules fordiscussions (e.g., listening to others andtaking turns speaking about the topicsand texts under discussion).I-LS-2 The student will express orally his orher own thinking and ideas.I-LS-2: HI-7: Initiating conversations andresponding to social interactions usingcomplete sentences. BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 13 -
  14. 14. Isaac School District No. 5 English Language Arts Curriculum Map: KindergartenTeacher’s Notes UNIT 1: BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 14 -
  15. 15. 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 texts referenced in Unit 1. Literary Texts Literary Texts Informational TextsPicture Books (Read Aloud) Poems (Read Aloud) Informational Text (Books) “Red, Green, Blue: A First Book of “Halfway Down" (A.A. Milne) (E) “My Five Senses” (Aliki) (E) Colors”(Alison Jay) “Singing Time” (Rose Fyleman) (E) “Colors! Colores!” Jorge Lujan and Piet "Mary Had a Little Lamb" (Sarah Josepha Informational Text (Read Aloud) Grobler) Hale) “Brown Bear, Brown Bear” (Bill Martin, Jr. and "Time to Rise" (Robert Louis Stevenson) “All the Colors of the Rainbow” (Rookie Read- Eric Carle) About Science Series) (Allan Fowler) "Twinkle Twinkle Little Star" (Ann and Jane “If Kisses Were Colors” (Janet Lawler, Alison Taylor “The Magic School Bus Makes a Rainbow: A Jay) Book About Color” (Joanna Cole, Carolyn “My Many Colored Days” (Dr. Seuss) (EA) Nursery Rhymes/Songs (Read Along) Braken, and Bruce Degan) “Mary Wore Her Red Dress” (Merle Peek) “Colors and Shapes / Los colores y las "Diddle, Diddle, Dumpling" figures” (Gladys Rosa-Mendoza, Carolina “The Red Book” (Barbara Lehman) "Early to Bed" Cifuentes, and Michele Noiset) “Chicka Chicka Boom Boom” (Bill Martin, Jr., "Georgie Porgie " “I Spy Colors in Art” (Lucy Micklethwait) John Archambault, and Lois Ehlert) "Hey Diddle Diddle" “Colors” (Learning with Animals) (Melanie “Rap a Tap Tap, Here’s Bojangles –Think of Watt) That!” (Leo and Diane Dillon) "Humpty Dumpty" “Matisse the King of Color” (Laurence Anholt) “And the Dish Ran Away with the Spoon” "Jack and Jill" (Janet Stevens and Susan Stevens Crummel) “A World of Colors: Seeing Colors in a New "Jack Be Nimble" Way” (Marie Houblon) “The Real Mother Goose” (Blanche Fisher "Little Bo Peep" Wright) "Little Boy Blue" “Red is for Dragon: A Book of Colors” "Little Jack Horner" (Roseanne Thong and Grace Lin) "Little Miss Muffet" “Clang! Clang! Beep! Beep!: Listen to the City” BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 15 -
  16. 16. Isaac School District No. 5 English Language Arts Curriculum Map: Kindergarten (Robert Burleigh and Beppe Giacobbe) "Old Mother Hubbard" Website ReferencesArt, Music, and Media (Continued) Nursery Rhymes/Songs (Read Along) Instructional Routines: Henri Matisse, The Dessert: Harmony in Red http://csi.boisestate.edu/readingfirst/resources/coache "Pat-a-Cake" s.shtml (1908) "Ring Around the Rosey" James Abbott McNeill Whistler, Arrangement “Rock-a-bye, Baby” Santa Maria –Bonita Strategy Posters: in Black and Gray: The Artist’s Mother (1871) "Roses Are Red" http://www.smbsd.org/page.cfm?p=2420 Diego Rivera, Flower Day (1925) "Simple Simon" Peter Brueghel, The Hunters in the Snow (1565) "Star Light, Star Bright" Helen Frankenthaler, Mountains and Sea (1952) Paul Gauguin, The Midday Nap (1894) Pablo Picasso, Le Gourmet (1901) BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 16 -
  17. 17. 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 1. Standards may lend themselves to additional methodologies. *Language Warm-Up *The Big Cheese *Vocabulary Frames *This or That *Concept Charts *Verb Tense Study *Function Junction *Reverse Questioning BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010. Italics: ELP Standards *ELD Methodology 7-13-11(ELP Direct Alignment) - 17 -

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