Kinder Unit 3 2011 2012

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

Unit 3: Exploring with Friends In the Neighborhood – In this unit, students learn about exploration through fictional characters and
informational books about neighborhoods.
Overview: Building on basic retelling of a familiar story, this unit focuses on asking questions about unknown words, characters, settings,
and events. Students compare and contrast the first adventure of Little Bear with the stories in the following chapters of “Little Bear.” As
they read stories of other characters, as in “Frog and Toad Together”, students extend their skills of comparing and contrasting. Literary text
provides the context for students to learn to ask questions when they lose their way in following the story or in understanding. The
informational books offer an opportunity for students to ask “who, what, where, when, and why” questions about the role of community
helpers, such as firefighters and police officers.
Big Ideas: Essential Questions: Vocabulary:

Words are made of individual sounds and What makes a word? character events
have meaning. compare nonfiction
How do question stems (who, what, where, contrast author
Blending individual sounds makes words. when, why, and how) help readers find more period question
information in books? exclamation mark question mark
Good readers ask questions to understand fantasy setting
text. Why do readers ask questions when they fiction retell
read? imaginary illustrator
Good readers make connections about real
characters and settings as they compare
and contrast different texts.

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
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K.RF.1a Follow words from left to right, top Using a big book, point to and model how a page is read. (K.RF.1a,b,c)
to bottom, and page by page.

I-R-1: HI-1: Demonstrating the command of
left to right, top to bottom directionality, and
return sweep when “reading” books.

K.RF.1b Recognize that spoken words are
represented in written language by specific
sequences of letters.

I-R-1: HI-2: Demonstrating the one-to-one
correlation between a spoken word and a
printed word.

K.RF.1c Understand that words are
separated by spaces in print.

No Alignment

K.RF.1d Recognize and name all upper and Using individual alphabet mats with upper-case letters printed in order, have students match
lower-case letters of the alphabet. lower-case plastic letters to the upper-case, in order, and name them. (K.RF.1d)

I-R-2(D): HI-1: Naming all upper and lower- Instructional Routine Template: Card 1 (K.RF.1d)
case letters of the alphabet with different
fonts out of sequence. *Language Warm-Up (I-R-2(D): HI-1; I-LS-2: HI-1)

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 Recite familiar rhymes and poems; play with alliteration; create words with sound
words. substitutions (e.g., “silly” words). (K.RF.2a)

I-R-2: LI-4: Producing rhyming words in Play “Willaby Wallaby Woo” by Raffi, with students’ names. (K.RF.2a)
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.

K.RF.2b Count, pronounce, blend, and With a puppet who only says words in parts, have students help him blend the syllables:
segment syllables in spoken words. Sep-tem-ber; di-no-saur; cin-na-mon; tel-e-vis-ion. (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/).
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K.RF.2d Isolate and pronounce the initial, Show three picture cards, such as milk, bed, and moose, or fan, feather, and thimble.
medial vowel, and final sounds (phonemes) Students say the words, match the pictures that start with the same sound, isolate the target
in three-phoneme (consonant-vowel- sound, and then find the sound-symbol card with that sound. Vary the difficulty by monitoring
consonant, or CVC) words.* (This does not the confusability of the first sounds (i.e., /m/ and /n/ are harder to discriminate
include CVC words ending with /l/, /r/, or /x/.) than /m/ and /t/). (K.RF.2d)

I-R-2(PA): HI-2: Orally producing groups of Ask students to listen carefully for a specific vowel sound in the words you say. (e.g., They
words that begin with the same initial repeat the sound only if they hear it in the word: /ē/—me, eat, sleep, pie, snow, east, team,
sounds. fast. (K.RF.2d)

I-LS-2: HI-2: Producing all individual Instructional Routine Template: Card 6 (K.RF.2d)
phonemes in words from print using
accurate articulation.

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.

initial, medial and final sounds of grade-
appropriate words using accurate
articulation and pronunciation.

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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.

K.RF.3a Demonstrate basic knowledge of Make a few simple words with letter tiles (no blends) and leave off the first letter. Say the
one-to-one letter-sound correspondences by whole word and ask students what sound is missing. Students find the missing sound in the
producing the primary or many of the most sound symbol cards and then supply the missing letter for the beginning of each word:
frequent sounds for each consonant. (b)ear; (w)ent; (s)ing. Shift to ending sounds as they become proficient with first sounds:
we(t), mu(d), su(n). (K.RF.3a)
I-R-2(D): HI-2: Producing letter sounds
represented by the single lettered Play a sound-symbol guessing game: I’m thinking of a letter that makes the sounds /ks/; I’m
consonants and vowels. thinking of a sound that’s made with the lips closed and the voice on (/m/ or /b/); etc.
(K.RF.3a,b)
I-R-2(D): HI-6: Decoding common CVC
words. Instructional Routine Template: Card 2 (K.RF.3a,b)

I-LS-2: HI-2: Producing all individual *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5)
phonemes in words from print using
accurate articulation.

initial, medial and final sounds of grade-
appropriate words using accurate
articulation and pronunciation.

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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 Instructional Routine Template: Card 3 (K.RF.3c)
words by sight (e.g., the, of, to, you, she,
my, is, are, do, does).

I-R-2(D): HI –3: Reading high frequency
words with automaticity in context.

K.RF.4 Read emergent-reader texts with Model fluency with emergent reader text.
purpose and understanding.

No Alignment

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.

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

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.3 With prompting and support, After reading the first story in the “Little Bear” collection of stories, use a chart to organize
identify characters, settings, and major ideas about each story. Create headings for “character,” “setting,” and “events.” Assign
events in a story. students one of the three categories to think about each time you read, encouraging them to
write or draw ideas on Post-Its. Fill in the chart each time you read a new “Little Bear” story.
I-R-3: HI-7: Describing the main characters (Extension: Create a similar chart to compare other fictional explorations and adventures by
of a story. (B-7) characters such as “Frog and Toad,” “Curious George”, and more.) (K.RL.3, K.RL.9)

I-R-3: HI-8: Describing the setting of a
story. (B-8)

I-R-3: HI-9: Describing the key events of a
story. (B-9)

K.RL.4 Ask and answer questions about Read “Winnie-the-Pooh” or other literary texts aloud to elicit multiple levels of student
unknown words in a text. understanding. To be sure that students are following the story and understanding the
words, encourage students to monitor their own comprehension. Tell the children that if they
I-L-2: HI-4: Using key words, symbols or lose their way, or a word is confusing them, they should put a hand on their own shoulder. If
operations that represent grade specific you see a student do so, stop reading at a good stopping place, reread the confusing
academic vocabulary within a given context. section, and model and allow other students to participate in clearing up the confusion.
(K.RL.4)
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I-L-2: HI-3: Identifying the meaning of and Instructional Routine Template: Card 15 (K.RL.4)
using high frequency words.

I-L-2: HI-5: Determining word meaning
within context.

K.RL.5 Recognize common types of texts
(e.g., storybooks, poems).

No Alignment

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, As a musical illustration of “comparing” and “contrasting,” use the work of Henry Mancini
compare and contrast the adventures “Baby Elephant Walk” and Saint-Saens Carnival of the Animals, “The Elephant” to compare
and experiences of characters in familiar and contrast two musical compositions that are inspired by elephants. Introduce the activity
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stories. by telling the students that they are going to hear two different musical pieces that are based
on elephants. As they listen to “Baby Elephant Walk” and “The Elephant,” ask them to decide
I-R-3: HI-3: Using key words, phrases, and which piece reminds them more of an elephant. Extend this activity by having the students
complete sentences to answer open-ended move to the music as they listen, deciding whether the music makes them want to dance or
comprehension questions when responding “lumber” like an elephant might walk. (K.RL.9, K.L.5d)
to text.
*This or That (I-R-3: HI-3)

Reading Informational Text (RI)
K.RI.1 With prompting with support, ask and While reading informational books about community helpers, create a chart with the following
answer questions about key details in a text. headings: who, what, where, when, and why. Encourage children to listen for answers to
those questions as you read the book aloud. Remind the students to pay close attention to
I-R-3: HI-3: Using key words, phrases, and the illustrations for details. To ensure each child’s participation, give them Post-Its or white
complete sentences to answer open-ended boards on which to write or draw their ideas. Begin by talking about the author, illustrator,
comprehension questions when responding front, back, and title page of the book. Fill in the chart each time you read a new book about
to text. community helpers. Use this chart as inspiration to change the lyrics for “Do You Know the
Muffin Man?” for community helpers in your neighborhood (e.g., “Do you know the
I-LS-1: HI-3: Responding to read-alouds by fireman…That works on 12th and Main!”) (K.RI.1, K.RI.2, K.RI.5, K.RI.7, K.L.1d, K.SL.1,
identifying main ideas/concepts and details K.SL.3, K.SL.4)
using key words in complete sentences.

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K.RI.2 With prompting and support, *Collaborative Story Re-tell (I-R-3: HI-5, HI-9)
identify the main topic and retell details
of a text.

1R-3: HI-5: Retelling a story including the
beginning, middle, and end using transition
words (e.g., first, next, last) in complete
sentences.

1-R-3: HI-9: Describing the key events of a
story.

K.RI.5 Identify the front cover, back cover,
and title page of a book.

I-R-3: HI-2: Making and confirming
illustrations, and text. (PE-2)

K.RI.7 With prompting and support, describe
the relationship between illustrations and the
text in which they appear (e.g., what person,
place, thing, or idea in the text an illustration
depicts).

1-R-3: HI-2: Making and confirming
illustrations, and text.

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K.RI.9 With prompting and support, identifyUsing two books that describe different jobs but are in the same series of informational
books (such as the “Community Helpers at Work” series), create a graphic organizer to
basic similarities in and differences between
two texts on the same topic (e.g., in compare and contrast the days of various community helpers. Discuss the ways the jobs are
illustrations, descriptions, or procedures).
similar and different. Require each student to dictate, draw, write, or act out something one
of the community helper does (e.g., a postman weighs packages). Ask if the other
1-R-3: HI-3: Using key words, phrases, and community helper does something similar (e.g., a nurse weighs patients). (K.RI.9)
complete sentences to answer open-ended
comprehension questions when responding
to text.

Writing (W)
K.W.2 Use a combination of drawing, Give students the following prompt: Draw a picture showing an important person in your
dictating, and writing to compose neighborhood doing her/his job. Write (or dictate) a sentence about that person’s job (e.g., a
informative/explanatory texts in which trash collector picks up stinky garbage all over our city and takes it to the dump). (K.W.2,
they name what they are writing about K.L.1a, K.L.2a, K.L.2b, K.L.2c, K.L.5c)
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).
K.W.5 With guidance and support from
adults, respond to questions and
suggestions from peers and add details to
strengthen writing as needed.
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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.

Language (L)
K.L.1 Demonstrate the 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 To model letter formation, number the pencil strokes and draw arrows to show how the
letters. pencil moves. (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 *Concept Charts (I-L-1(N): HI:2)
and 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).

I-L-1(V): HI-1: Using the simple present
tense verbs with subject-verb agreement.

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.

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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.

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.2b Recognize and name end
punctuation.

I-W-2: HI-6: Incorporating conventions into
writing including left tot right, return sweep,
capital letters at the beginning of sentences
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and names, spaces between words and
ending punctuation. (PE-6)

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.

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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.

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.

I-LS-2: HI-9: Classifying objects, people,
and events, into self-generated categories.
K.L.5c Identify real-life connections between Display two of the works of art, which are all examples of masterful use of color. Ask children
words and their use (e.g., note places at to describe the colors they see in the paintings. Ask the children about the use of color in
school that are colorful). each of the paintings. To take the discussion to a higher level, ask how the paintings are the

I-L-2: HI-1: Naming and sorting common same and how they are different, preparing the way for literature conversations in comparing
objects and pictures into self-categories and and contrasting texts. (K.L.5c)
providing rationale.
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K.L.5d Distinguish shades of meaning *Vertical Sentences (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.
contexts.

Speaking and Listening (SL)
K.SL.1 Participate in collaborative *The Big Cheese (I-LS-1: HI-6)
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.

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

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

K.SL.1a Follow agreed-upon rules for
discussions (e.g., listening to others and
taking turns speaking about the topics and
texts under discussion).

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

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.

K.SL.2 Confirm understanding of a text read
aloud or information presented orally or
through other media by asking and
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answering questions about key details and
requesting clarification if something is not
understood.

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


K.SL.3 Ask and answer questions in order to
seek help, get information, or clarify
something that is not understood.

1-LS-2: HI-8: Using complete sentences,
and rephrasing when necessary, to
communicate immediate and future needs.

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.
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K.SL.5 Add drawings or other visual
displays to descriptions as desired to
provide additional detail.

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

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.

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Teacher’s Notes UNIT 3:

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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 3.
Literary Texts Literary Texts Informational Texts
Chapter Books (Read Aloud) (Continued) Informational Text
Picture Books (Read Aloud)
The Complete Tales of Winnie-the-Pooh The Snowy Day (Ezra Jack Keets) Fire! Fire! (Gail Gibbons) (E)
(A.A. Milne) (EA) The Post Office Book: Mail and How it
The Jolly Postman (Allan and Janet Ahlberg)
Moves (Gail Gibbons) (EA)
Picture Books (Read Aloud) Check It Out: The Book about Libraries (Gail
Poems (Read Aloud)
Frog and Toad Together (Arnold Lobel) (E) Gibbons) (EA)
“Us Two” in The Complete Tales & Poems of Community Helpers from A-Z (Bobbie
Little Bear (series) Else Holmelund Minarik
Winnie-the-Pooh (A. A. Milne) (EA) Kalman and Niki Walker)
and Maurice Sendak) (E)
“The Swing” in A Child’s Garden of Verses Whose Hat is This? (Katz Cooper, Sharon
The Story About Ping (Marjorie Flack and
(Robert Louis Stevenson) Muehlenhardt, and Amy Bailey)
Kurt Wiese)
Blueberries for Sal (Robert McCloskey) Whose Tools Are These? (Katz Cooper,
Songs (Read Along) Sharon Muehlenhardt, and Amy Bailey)
Make Way for Ducklings (Robert McCloskey)
Jobs Around My Neighborhood / Oficios en
Curious George (series) (H.A. and Margaret "Do You Know the Muffin Man?” me vecindario (Gladys Rosa-Mendoza and
Rey) “The People in Your Neighborhood?” (Jeff Ann Iosa)
Officer Buckle and Gloria (Peggy Rathmann) Moss) Titles for First Facts: Community Helpers at
Where the Wild Things Are (Maurice Sendak) “What Shall We Do When We All Go Out?” Work (Heather Adamson)
Knuffle Bunny: A Cautionary Tale (Mo A Day in the Life of a Police Officer (First
Willems) Stories (Read Along – Wordless Books) Facts: Community Helpers at Work)
Owl Moon (Jane Yolen and John A Day in the Life of a Doctor (First Facts:
Schoenherr) A Dog, a Boy, and a Frog (Mercer Mayer) Community Helpers at Work)
Little Fur Family (Margaret Wise Brown and Train stop (Barbara Lehman) A Day in the Life of a Teacher (First Facts:
Garth Williams) Community Helpers at Work)
Harold and the Purple Crayon (Crockett A Day in the Life of a Firefighter (First Facts:
Johnson) Community Helpers at Work)
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Art, Music, and Media Website References

Music Instructional Routines:
http://csi.boisestate.edu/readingfirst/resources/coaches.shtml
Henry Mancini, Baby Elephant Walk (1961)
Camille Saint-Saens, Carnival of the Animals, Willaby Wallaby Woo Song by Raffi:
Fifth Movement “The Elephant” (1886) http://www.youtube.com/watch?v=NFhKHE4-ULM
Art
Willaby Wallaby Woo Lyrics by Raffi:
Romare Bearden, The Block (1972) http://lyrics.wikia.com/Raffi:Willoughby_Wallaby_Woo
Pieter Brueghel, Netherlandish Proverbs
(1559)

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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

*Vertical Sentences

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Kinder Unit 3 2011 2012

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Kinder Unit 3 2011 2012