Kinder Unit 2 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Kindergarten

Unit 2: Tell A Story, 1-2-3 – In this unit, students focus on sequence as they enjoy “Counting Books,” both fiction and informational, and
stories based on “three.”
Overview: Building on the wide exposure to text types in the first unit (“A Colorful Time With Rhythm and Rhyme”), students now focus on
the sequence of a text: the beginning, middle, and end of a story. They learn to retell rich stories and, by listening to versions of traditional
stories, recognize a familiar story embedded in a different setting with different characters. Counting rhymes and reading a number of the
counting books will continue the first unit’s focus on phonological awareness and listening for more rhythm and rhyme. Students study
three art pieces, which are used for a creative activity in storytelling, and are related to the idea of multiple versions of a familiar story.
Big Ideas: Essential Questions: Vocabulary:

Letters make sounds and sounds make How is our language represented in print? author ordinal number words
words. beginning (first, second, third)
How might the sequence of events help with characters poem
Stories have a beginning, middle, and end. retelling a story? middle retell
end sequence
Stories have characters, events, and illustration events
settings. illustrator storybook
number words opinion
discussion familiar
opposites

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 Standard *ELD Methodologies
(ELP Direct Alignment) 7-13-11
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K.RF.1a Follow words from left to right, top to Create a counting book using the letters covered so far this year. Each student will choose
bottom, and page by page. a favorite letter and then brainstorm words that begin with that letter. Using the numbers 1-5
and five different things that begin with the chosen letter, create a book (e.g., A Counting
I-R-1: HI-1: Demonstrating the command of Book for T: 1 Tadpole, 2 Turkeys, 3 Toads, 4 Tigers, 5 Trout). Title each student’s book “A
left to right, top to bottom directionality, and Counting Book for _______.” Be sure to write the name of the author and illustrator
return sweep when “reading” books. (student) on the cover of the book. Place the finished books in a basket for other students
to enjoy. This activity can be modified for a class counting book activity. (K.RF.1a,b,c,d,
K.RF.1b Recognize that spoken words are K.RF.3a)
represented in written language by specific
sequences of letters. Write a four- to five-word sentence from a familiar rhyme or story. Ask students to point to
each word as they read aloud with you, and point to and name the end punctuation and the
I-R-1: HI-2: Demonstrating the one-to-one capital letter(s). (K.RF.1a,b,c)
correlation between a spoken word and a
printed word. Identify capital letter, period, and specific printed words on sentence strips. (K.RF.1b)

Write two words, one long and one short. Ask children to guess which one is a match for
K.RF.1c Understand that words are the word you say: Ann, Anthony; Kate, Katherine; ball, basketball; elf, elephant; hip,
separated by spaces in print. hippopotamus. (K.RF.1b,c)

No Alignment Instructional Routine Template Card: 1 (K.RF.1d)
K.RF.1d Recognize and name all upper-and
lower-case letters of the alphabet. *Language Warm-Up (I-R-2(D): HI-1, I-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.

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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 Note: Continue work on rhythm and rhyme from Unit 1 as more of the students show
words. readiness to hear and see rhyming words. (K.RF.2a)

I-R-2: LI-4: Producing rhyming words in Read a popular nursery rhyme to the class. Then, close the book and repeat some of the
response to an oral prompt. lines, leaving off the final, rhyming word for students to produce the missing rhyme. After
children have provided some of the rhyming words, repeat the same sentence, and ask
I-LS-2: HI-10: Producing rhyming words and children to think of other words that would work with the sentence. For example, “Hickory
short, simple, rhyming phrases and songs Dickory, Dock,” the mouse ran up the ___ (rock, sock, block, etc.). (K.RF.2a)
using accurate pronunciation as well as
expressive phrasing and intonation. Using different colored index cards representing three common rimes (/-ill/, /-ock/, /-ate/)
and other colored cards for first sounds (/l/, /d/, /m/), show in a pocket chart that the first
sound(s) might change, but if the last part is the same, the words rhyme (d-ock, l-ock do
rhyme; l- ock and l- ate do not rhyme). (K.RF.2a,c)

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K.RF.2b Count, pronounce, blend, and Say a word slowly in syllables and have students say the whole word: tooth-paste; bath-tub;
segment syllables in spoken words. but-ter-fly; ba-na-na-bread. (K.RF.2b)

1-R-2(PA): HI-3: Blending two or three
spoken syllables to produce words.

K.RF.2c Blend and segment onsets and Instructional Routine Template: Card 4 (K.RF.2c)
rimes of single-syllable spoken words.

I-R-2(PA): HI-4: Orally forming words by
substituting simple onsets (/c/) with given
rimes (/at/).

K.RF.2d Isolate and pronounce the initial, With puppets, pictures, or gestures, associate each short vowel sound with its keyword and
medial vowel, and final sounds (phonemes) letter name: (K.RF.2d)
in three-phoneme (consonant-vowel-
consonant, or CVC) words.*(This does not (Houghton Mifflin Alphafriends)
include CVC words ending with /l/, /r/, or /x/.) /ă/ - Andy Apple
/ĕ/ - Edna Elephant
I-R-2(PA): HI-2: Orally producing groups of /ĭ/ - Iggy Iguana
words that begin with the same initial /ŏ/ - Ozzie Octopus
sounds. /ŭ/ - Umbie Umbrella

I-LS-2: HI-3: Producing initial and final
sounds of words using accurate articulation.
With students looking in mirrors and feeling their throats, model the difference between /p/
I-LS-2: HI-4: Producing and blending the and /b/; /f/ and /v/; /k/ and /g/; and so forth; with students, classify consonant sounds as
initial, medial and final sounds of CVC words voiced or unvoiced. (K.RF.2d)

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using accurate articulation and Instructional Routine Template: Card 6 (K.RF.2d)
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.

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K.RF.3a Demonstrate basic knowledge of Play the sound-symbol game with known vowels and consonants: You say a keyword (or
one-to-one letter-sound correspondences by make a gesture); students say the sound. Or, you say the sound, and students make the
producing the primary or many of the most gesture and say the letter name. (K.RF.3a)
frequent sounds for each consonant.
Pointing to sound-symbol cards, say letter names, key words, and phonemes. Name the
I-R-2(D): HI-2: Producing letter sounds letter that goes with a sound; say the sound that goes with a key word; and say the letter(s)
represented by the single lettered that represent a sound. (K.RF.3a,b)
consonants and vowels.
Once the students have learned the song/rhyme, hand out sound-symbol cards to students
I-R-2(D): HI-6: Decoding common CVC seated in a circle. Toss a beanbag to students randomly, and have them say the letter
words. name, keyword, and/or sound on their card followed by the rest of the class chorally
repeating. (K.RF.3a,b)
I-LS-2: HI-2: Producing all individual
phonemes in words from print using accurate Instructional Routine Template Card: 2 (K.RF.3a)
articulation.
*Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5)
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.

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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.

Reading Literature (RL)
K.RL.1 With prompting and support, ask and *The Big Cheese (I-R-3: HI-3)
answer questions about key details in a text.

I-R-3: HI-3: Using key words, phrases, and
complete sentences to answer open-ended
comprehension questions when responding
to text.

K.RL.2 With prompting and support, retell *Collaborative Story Re-tell (I.R.3: HI-4, HI-5; I-LS-1: HI-4)
familiar stories, including key details.

I-R-3: HI-4: Sequencing a story or event
including the beginning, middle, and end
using transition words. (e.g., first, next, last)

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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.5 Recognize common types of texts “Mix a Pancake” is a poem written by Christina Rossetti. Have students draw illustrations
(e.g., storybooks, poems). that match the words to show the steps in making pancakes. When finished, they can share
the illustrations with a friend and read the poem together. (K.RL.5, K.RL.7, K.W.2)
No Alignment
Using the book of illustrations “Pancakes for Breakfast” (Tomie DePaola), have students
look at the illustrations and note how the pictures tell a story. Point out the importance of
looking very closely at the details in the illustrations to tell what happens next. Encourage
active thinking by asking what might happen when the page is turned to the next illustration.
Because this is a wordless book, it is interesting to point out how the illustrator is telling a
story without words. Even picture books with words tell a story through the illustrations.
Write the students’ dictated story on sentence strips and place in a pocket chart. (Extend
this activity by reversing this process: Read aloud the text of a simple book without showing
the illustrations. Ask students to illustrate the story, creating their own wordless book. The
students’ illustrations can then be compared to the book.) (K.RL.5, K.RL.6, K.RL.7)

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K.RL.6 With prompting and support, name
the author and illustrator of a story and
define the role of each in telling the story.

No Alignment

K.RL.7 With prompting and support, describe
the relationship between illustrations and the
story in which they appear. (e.g., what
moment in a story an illustration depicts).

I-R-3: HI-2: Making and confirming
predictions based on the title, cover,
illustrations, and text.
K.RL.9 With prompting and support, Read the traditional version of a story first. Then read a different version of the story. For
compare and contrast the adventures and example, read the Galdone version of “The Three Billy Goats Gruff” and discuss the
experiences of characters in familiar beginning, middle, and end of the story. Then read one of the other versions discussing
stories. how the beginning, middle, and end are similar, but the setting and characters make it a
different story. (K.RL.9)
complete sentences to answer open-ended Art Connection: To introduce “versions” of a story to your class, use “Millet’s First Steps” as
comprehension questions when responding the original idea. Allow the class to study the painting, giving plenty of time to notice details
to text. and create a possible story surrounding the painting. Then pull out Van Gogh’s “First Steps,
after Millet” and have the class note how the “original characters are still in the story” but
also that it all looks different. (Millet: People are prominent. Van Gogh: People are no longer
the focus; everything appears equal in weight—the gate, the wheelbarrow, the tree in the
background. The baby doesn’t even have a face anymore.) Picasso’s “First Steps” will
amaze the class with the same idea but in a completely different setting, choice of color,

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and style.

*This or That (I-R-3: HI-3)
Reading Informational Text (RI)
K.RI.1 With prompting and support, ask Because pigs and goats are talking characters that have personalities in these stories,
and answer questions about key details in students will enjoy reading about real pigs and goats. Beginning with books and digital
a text. resources on real pigs or goats, keep a list of student generated questions and responses
based on key details learned from texts. (K.RI.1)
complete sentences to answer open-ended
comprehension questions when responding
to text.

I-LS-1: HI-3: Responding to read-alouds by
identifying main ideas/concepts and details
using key words in complete sentences.

K.RI.6 Name the author and illustrator of a
text and define the role of each in presenting
the ideas or information in a text.

No Alignment

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Writing (W)
K.W.1 Use a combination of drawing,
dictating, and writing to compose opinion
pieces in which they tell a reader the topic or
the name of the book they are writing about
and state an opinion or preference about the
topic or book (e.g., My favorite book is…).

I-W-1 The student will express his or her
thinking and ideas in a variety of writing
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.

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dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.

1-W-1: HI-3: Writing to provide directions or
information related to real world tasks using
simple sentences that include sight words,
CVC words, and phonetic spelling.

1-W-3: HI-1: Generating or expanding on
ideas independently by drawing pictures and
using key vocabulary in graphic organizers
(e.g., storyboard).

dictating, and writing to narrate a single Using a piece of paper folded into three sections, retell (using a combination of drawing,
event or several loosely linked events, tell dictating, and writing) the story of “Goldilocks and the Three Bears” showing the beginning,
about the events in the order in which middle, and end of the story. Encourage students to include all the characters in the
they occurred, and provide a reaction to illustration and to add as many details as they can remember. (K.W.3, K.W.5, K.RL.1,
what happened. K.L.1a,b,c, K.L.2a)

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.

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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: HI-3: Revising original draft for clarity
by adding details to improve audience
understanding.


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.

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K.L.1a Print many upper-and lower-case As a “writing warm-up,” transfer rhythmic writing of shapes and lines to paper with lines;
letters. then combine circles and lines for first letters. (K.L.1a)

I-W-2: HI-1: Writing legibly and with correct
formation all of the upper and lower-case
letters of the alphabet.

K.L.1b Use frequently occurring nouns 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 difference
between common and proper nouns in *Verb Tense Study (I-L-1(N): HI-2, I-L-1(V): HI-1)
context (singular and plural). (B-2)

I-L-1(V): HI-1: Using the simple present
tense verbs with subject-verb agreement.
K.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 differences
between common and proper nouns in
context (singular and plural).
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.
K.L.1f Produce and expand complete *Verb Tense Study (1-LS-1(SC): HI-1 thru HI-10)
sentences in shared language activities.

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1-L-1(SC): HI-1 thru HI-10: Go to the
Sentence Construction (SC) section of the
Language Strand (pgs. 10-13)
K.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling when
writing.

I-L-1 The student will identify and apply
conventions of English in his or her
communications.

I-W-2 The student will identify and apply
conventions of standard English in his or her
communications.

K.L.2a Capitalize the first word in a sentence
and the pronoun I.

I-W-2: HI-5: Using capital letters at the
beginning of sentences and names.

K.L.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.

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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.

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
contexts.

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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)

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
contexts.

Speaking and Listening (SL)
K.SL.1 Participate in collaborative
conversations with diverse partners
about kindergarten topics and texts with
peers and adults in small and larger
groups.

I-LS-1 The student will listen actively to the
ideas of others in order to acquire new
knowledge.

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1-LS-2 The student will express orally his or
her own thinking and ideas.

I-LS-1: HI-3: Responding to read-alouds by
identifying main ideas/concepts and details
using key words in complete sentences.


K.SL.1a Follow agreed-upon rules for As a class, tell the story of “Goldilocks and the Three Bears”, have students take turns
discussions (e.g., listening to others and telling the events in the story. Storytelling is shared with all the members of the group. (e.g.,
taking turns speaking about the topics and popsicle sticks, A/B partners, etc.). (K.SL.1a,b)
texts under discussion).

I-LS-2 The student will express orally his or
her own thinking and ideas. *Function Junction (I-LS-2; I-LS-2: HI-7)

I-LS-2: HI-7: Initiating conversations and
responding to social interactions using
complete sentences.

K.SL.1b Continue a conversation through
multiple exchanges.

I-L-2: HI-7: Initiating conversations and
responding to social interactions using
complete sentences.

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Teacher’s Notes UNIT 2:

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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 2.
Literary Texts Literary Texts Informational Texts
Counting Books (Read Aloud) Stories (Read Along) Informational Texts

“Ten, Nine, Eight” (Molly Bang) (EA) “The Three Little Wolves and the Big Bad “Can You Count Ten Toes?: Count to 10 in
“Chicka Chicka 1, 2, 3” (Bill Martin, Jr., Michael Pig” (Eugene Trivizas and Helen Oxenbury) 10 Different Languages” (Lezlie Evans and
Sampson, and Lois Ehlert) “The Three Little Javelinas/ Los Tres Pequenos Denis Roche)
“Ten Apples Up on Top” (Dr. Seuss and Roy Jabalies” Bilingual (Susan Lowell) “One Is a Drummer: A Book of Numbers”
McKie) (EA) “Pancakes for Breakfast” (Tomie DePaola) (E) (Roseanne Thong and Grace Lin)
“One is a Snail, Ten is a Crab: A Counting by “Ten Black Dots” (Donald Crews) (EA) “Arlene Alda’s 1 2 3: What Do You See?”
Feet Book” (April Pulley Sayre, Jeff Sayre, and “The Very Hungry Caterpillar” (Eric Carle) (Arlene Alda)
Randy Cecil) “Moja Means One: Swahili Counting Book”
“Anno's Counting Book” (Mitsumasa Anno) Poems (Read Aloud) (Muriel and Tom Feelings)
“The Year at Maple Hill Farm” (Alice and
Traditional Stories & Variations (Read Aloud) "Three Little Kittens" in The Oxford Illustrated Marin Provensen) (E)
Book of American Children’s Poems (Eliza Lee “Our Animal Friends at Maple Hill
“Goldilocks and the Three Bears” (Jan Brett) Follen) Farm” (Alice and Martin Provensen) (EA)
“Horrible Harry Bugs the Three Bears” (Suzy “Zin! Zin! Zin! A Violin” (Lloyd Moss and “Farm Animals” (Young Nature Series)
Kline and Frank Remkiewicz) Marjorie Priceman) (E) (Felicity Everett)
“The Three Billy Goats Gruff” (Paul Galdone) “Pigs” (Gail Gibbons) (EA)
“The Three Cabritos” (Eric A. Kimmel and Poems (Read Along) “Beatrice’s Goat” (Page McBrier and Lori
Stephen Gilpin) Lohstoeter)
“Three Cool Kids” (Rebecca Emberley) • “Mix a Pancake” in The Complete Poems “Pigs” (Animals That Live on the Farm)
“The Three Little Pigs” (James Marshall) (Christina Rossetti) (E) (JoAnn Early Macken)
“The Three Pigs” (David Wiesner) “Goats” (Animals That Live on the Farm)
“The True Story of the Three Little Pigs” (Jon Nursery Rhymes/Songs (Read Along) (JoAnn Early Macken)
Sciezka and Lane Smith)

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“"Three Blind Mice"

Art, Music, and Media (Continued)
Website References
Jean-Francois Millet, First Steps (1858-59) Nursery Rhymes/Songs (Read Along)
Vincent van Gogh, First Steps, after Millet Instructional Routines:
(1890) "A Diller, A Dollar" http://csi.boisestate.edu/readingfirst/resources/coach
Pablo Picasso, Mother and Child (First Steps) "One, Two, Buckle My Shoe" es.shtml
(1943) "Hot Cross Buns"
"Hickory, Dickory, Dock"
"Old King Cole"
"Baa, Baa, Black Sheep"
"This Little Pig Went to Market"

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*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 2. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*The Big Cheese

*Collaborative Story Re-tell

*This or That

*Concept Charts

*Verb Tense Study

*Function Junction

*Reverse Questioning

*Morph House

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Kinder Unit 2 2011 2012

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Kinder Unit 2 2011 2012