Kinder Unit 4 2011 2012

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

Unit 4: America: Symbols and Celebrations- In this unit, students study America’s symbols and celebrations.
Overview: Building on asking questions about neighborhoods, students begin this unit by asking questions about a local symbol. They
progress to asking questions for more detailed information in non-fiction texts. Students learn to write informative pieces with richer
content. Through shared writing, students also learn to expand complete sentences by using more details about American symbols. To
be sure the content resonates with the children, celebrations from the student’s own ethnicity or religion will be encouraged as part of the
information gathering.
Big Ideas: Essential Questions: Vocabulary:

Knowledge of letter-sound correspondence How do you read a new word? add understand
helps to decode words. gather illustration
What is the purpose of a symbol? information detail
Symbols have meaning and represent KWL chart topic
ideas. How does asking questions help clarify the question recall
key ideas and details of a topic? purpose experience
Asking questions provides information and symbol
increased understanding.

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
K.RF.1 Demonstrate understanding of the
organization and basic features of print.

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

1-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.

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K.RF.2a Recognize and produce rhyming Body Rhyme Game: “Would you like to play the Body Rhyme Game? Here's how we play.
words. I'll pick a part of my body...let's see...maybe head. Point to your head. Now I'm going to say
some words, and you have to tell me if the word I say rhymes with head. A rhyme is a word
I-R-2: LI-4: Producing rhyming words in that sounds like another word. So if I said red, does that rhyme with head? Students: yes!
response to an oral prompt. Right! Okay, does bed rhyme with head? Students: yes. Good. Does cat rhyme with head?
Students: no. Correct. Said...Ted...Door... Continue with a random selection of rhymes and
I-LS-2: HI-10: Producing rhyming words non-rhymes. Note that you should stop repeating the target word (head in this case) after a
and short, simple, rhyming phrases and few examples so that students have to test the rhyme silently for themselves. Proceed from
songs using accurate pronunciation as well 1-syllable words to 2-syllable words. After going through various body parts whole group,
as expressive phrasing and intonation. check for understanding by giving students an individual turn with either a rhyming or non-
rhyming word. Spend extra time with students who find this challenging. Continue until
everyone is able to produce a rhyming word. (K.RF.2a)

Continue to draw attention to rhythm and rhyme/opportunities. (K.RF.2a)

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

1-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, Use a puppet who can’t say his last sounds. Use visuals, objects or pictures to support this
medial vowel, and final sounds (phonemes) activity. Ask students to help him say a whole word correctly: peanu(t), butt(er),
in three-phoneme (consonant-vowel- sandwi(ch); chicke(n), vanilla(a), i(ce), crea(m). (K.RF.2d)
consonant, or CVC) words. * (This does not
include CVC words ending with /l/, /r/, or /x/.) Use a grid (sound box template) in which each box stands for one speech sound. Students
work with movable tiles for one speech sound. Students work with movable titles or chips.
1-R-2(PA): HI-2: Orally producing groups Say a word with two (zoo), three (fog), or four (milk) phonemes. Model, then lead students
of words that begin with the same initial as they segment each sound, moving a chip into a box as they say the sounds in order.
sounds (alliteration). Say the whole word after it is segmented. Ask, which is the first sound? The second
sound? The last sound? And so forth. (K.RF.2d)
1-LS-2: HI-3: Producing initial and final
sounds of words using accurate articulation. Ask students to listen for medial sound in CVC words. After you say a word, they say the
vowel sound. (e.g., ran, fit, back, hum, pan, toss, etc.) (K.RF.2d)
1-LS-2: HI-4: Producing and blending the
initial, medial, and final sounds of CVC Instructional Routine Template: Card 6 (K.RF.2d)
words using accurate articulation and
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 Give students letter cards or tiles with a few consonants and one or two short vowels.
one-to-one letter-sound correspondence by Model, then lead them in building words with two to three sounds. (K.RF.3a,b)
producing the primary or many of the most
frequent sounds for each consonant. Progress to sound substitution: Change at to an; an to man; mat to man, man to fan, fan to
fin, and so forth. (K.RF.3a,b)
I-R-2(D): HI-2: Producing letter sounds
represented by the single lettered Instructional Routine Template: Card 2 (K.RF.3a,b)
consonants and vowels.
*Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5)
I-R-2(D): HI-6: Decoding common CVC
words.

I-LS-2: HI-2: Producing all individual
phonemes in words from print using
accurate articulation.

I-LS-2: HI-5: Producing and blending the
initial, medial and final sounds of grade-
appropriate words using accurate
articulation and pronunciation.

K.RF.3b Associate the long and short
sounds with common spelling (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.

K.RF.3d Distinguish between similarly Use familiar words (e.g., bell, flag, fan) have students add “s,” pronounce the new word,
spelled words by identifying the sounds of and use it in a sentence. (K.RF.3d)
the letters that differ.
*Language Warm-up (I-R-2(D): HI-4, HI-5)
I-R-2(D): HI-4: Producing new words when
initial sound(s), including diagraphs, are
changed (i.e., word families).

1-R-2(D): HI-5: Decoding a new word when
a specific letter is changed, added, or
removed.

K.RF.4 Read emergent-reader texts with Use simple stories with high frequency words and decodable words that have been taught
purpose and understanding. and practiced. Preview the book: What (who) is it about? Where is the title? What might
happen? Let students read to a partner and then retell the story. (K.RF.4)
No Alignment

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Reading Literature (RL)
K.RL.3 With prompting and support, identify Introduce a book showing a diverse viewpoint of an American holiday such as, “Apple Pie
characters, settings, and major events in a and the Fourth of July”. As you read the book, ask the students to look for ways that the
story. main character sees one of the traditional American holidays. Encourage the students to
look closely at the illustrations and to listen closely to the story. When you are finished
1-R-3: HI-7: Describing the main reading, discuss how people see holidays and celebrations differently depending on their
characters of a story. (B-7) family and ethnic experience. Before turning to whole-group discussion, have students
draw a picture or “turn and talk” in preparation for sharing ideas. (K.RL.3, K.RL.7, K.RL.10,
1-R-3: HI-8: Describing the setting of a K.SL.2)
story. (B-8)

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

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).

1-R-3: HI-2: Making and confirming
predictions based on the title, cover,
illustrations, and text.

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K.RL.10 Actively engage in group reading
activities with purpose and understanding.

No Alignment

Reading Informational Text (RI)
K.RI.1 With prompting and support, ask Create a KWL chart for American symbols and holidays to set the stage for asking
and answer questions about key details questions, answering questions, and gathering information under main topics. Teachers will
in a text. need to model the questioning until the students begin to generate questions on their own.
As the class reads an informational book (e.g., “The Liberty Bell”), look for information
1-R-3: HI-3: Using key words, phrases, and about the main topic. Remind the students of the importance of also studying the
complete sentences to answer open-ended illustrations for information. Add the information to the KWL chart. Look for connections
comprehension questions when responding between ideas as you add information to the charts. Use Post-Its or white boards for
to text. students to fully participate in adding information to the charts. (K.RI.1, K.RI.2, K.RI.3,
K.RI.7)
I-LS-1: HI-3: Responding to read-alouds by
identifying main ideas/concepts and details *Collaborative Story Re-tell (I-R-3: HI: 5, HI-9)
using key words in complete sentences.

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K.RI.2 With prompting and support, identify
the main topic and retell key 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.3 With prompting and support, describe
the connection between two individuals,
events, ideas, or pieces of information in a
text.

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

K.RI.4 With prompting and support, ask and *Vocabulary Frames (I-L-2: HI: 5)
answer questions about unknown words in a
text.

1-L-2: HI-3: Identifying the meaning of and
using high frequency words.

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

K.RI.7 With prompting and support, describe Students ask and answer questions about things, pictures, or words encountered in a book.
the relationship between illustrations and the (K.RI.7)
text in which they appear (e.g., what person,
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place, thing, or idea in the text an illustration
depicts).

1-R-3: HI-2: Making and confirming
predictions based on the title, cover,
illustrations, and text.

K.RI.8 With prompting and support, identify
the reasons an author gives to support
points in a text.

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.
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Writing (W)
K.W.2 Use a combination of drawing, Have students choose one of the symbols or holidays on the class KWL chart and write
dictating, and writing to compose about it using complete sentences. Remind students to use the information on the chart as
informative/explanatory texts in which they they write. Encourage students to illustrate their ideas to provide additional detail. (K.W.2,
name what they are writing about and K.W.8, K.L.1a, K.L.2d, K.SL.5)
supply some information about the topic.

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.5 With guidance and support from Use a theme-related short sentence to begin your unit, such as “The flag waves.”
adults, respond to questions and Challenge the class to think of details to add to the sentence to make it more interesting
suggestions from peers and add details to (e.g., “The red, white, and blue flag waves”; “The red, white, and blue American flag waves
strengthen writing as needed. in the strong winds of March”). (K.W.5, K.L.1b,c, K.L.1f)

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
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questions in social conversations by asking
questions, sharing one’s experiences, and
expressing one’s thoughts.

K.W.7 Participates in shared research Send a note to parents asking them to find a photograph of the child taken during a family
and writing projects (e.g., explore a celebration. Ask parents to name the celebration and to tell what makes it special as their
number of books by a favorite author and family celebrates it. Use this information to create a display of your class’ celebrations and
express opinions about them). to prepare for the shared research project on community celebrations. (K.W.7, K.W.8,
K.SL.4)
1-W-3: HI-2: Experimenting with writing a My family celebrates_________.
draft for a specific purpose. Celebrating________ is special because_________.

Choose a holiday celebrated in your community. Gather information about the holiday by
K.W.8 With guidance and support from reading books and asking people in your community to tell you why it is celebrated, when it
adults, recall information from experiences is celebrated, who celebrates, and how it is celebrated. Create a large cube for the holiday
or gather information from provided sources and assign small groups of students to prepare an illustration for each face of the cube.
to answer a question. Use the guiding questions above to assign the faces of the cube. Repeat this activity with
several holidays celebrated by the members of your classroom. (K.W.7, K.W.8, K.W.2,
I-W-1: HI-1: Writing narratives using simple K.L.5c, K.SL.4)
sentences that include sight words, CVC
words, and phonetic spelling to express
ideas.

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

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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 Play the sound-symbol game, but with a written response. You say a letter, key word,
letters. and/or sound, and students write the symbol. Provide individual sound-symbol cards for
reference as necessary. (K.L.1a, K.RF.3a,b)
1-W-2: HI-1: Writing legibly and with
correct formation all of the upper-case and
lower-case letters of the alphabet.

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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)
1-L-1(N): HI-2: Explaining differences
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)

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

K.L.1c Form regular plural nouns orally by Create a word bank to collect new words from this unit. These words can be used in
adding /s/ or /es/ (e.g., dog, dogs; wish, discussion and in journal writing to reinforce their proper use. Use the word bank to practice
wishes). making nouns plural (e.g., statue, statues). (K.L.1c, K.L.6)

1-L-1(N): HI-2: Explaining differences *Concept Charts (I-L-1(N): HI:2)
between common and proper nouns in
context (singular and plural). (B-2)

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.

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K.L.1e Use the most frequently occurring Tell the students that they are going to practice giving and following directions. Create
prepositions (e.g., to, from, in, out, on, directions that focus on using prepositions such as to/from, on/off, and in/out. Pull a child’s
off, for, of, by, with). name out of a basket and then give them a command. For example, “Jacob, walk from your
desk to the teacher’s desk.” “Maria, put your hand in the basket and then take it out.”
I-LS –1 (PREP): HI-1: Using prepositions Extend this activity by placing the prepositions on cards and having the students make up
of location (e.g., up, down, over). directions using the words. You could also play the game of “Simon Says” as you give the
commands. As students develop confidence, increase the commands by two or three
I-LS-1 (PREP): HI-2: Using prepositions of additional steps. (K.L.1e)
direction (e.g., on, in, near, behind).
*Prepositions of Location (I-LS-1(PREP): HI-1)
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)

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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.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, Dictate a simple sentence for completion, with unknown words provided and lines for
drawing on knowledge of sound-letter missing words: (e.g., He will hit the ball; ___ will ___ ___ ball.) Help students segment the
relationships. phonetically regular words as they write. Encourage students to produce their own simple
sentences. (K.L.2d, K.L.1f)
1-W-2: HI-2: Applying letter-sound
relationships to write simple CVC words and
attempt more complex words.

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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.4a Identify new meanings for familiar Tell the students that there are words that are spelled the same and sound the same, but
words and apply them accurately (e.g., have very different meanings. Listen to John Philip Sousa’s music and “march” around the
knowing duck is a bird and learning the verb room. Explain that in this case, “march” is an action word. The name of this type of song is
to duck). a “march,” because you want to march to it. And you could even do this “march” in the
month of “March.” The lesson: Some words are used differently to mean different things.
1-L-2: HI-5: Determining word meaning This activity can be repeated with the word “flag,” using the word as a verb and as a noun.
within context. (K.L.4a)

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.5c Identify real-life connections between
words and their use (e.g., note places at
school that are colorful).

1-L-2: HI-1: Naming and sorting common
objects and pictures into self-selected
categories and providing rationale.

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.

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Speaking and Listening (SL)
K.SL.2 Confirm understanding of a text read To introduce the concept of a symbol, choose a symbol well known to the students in your
aloud or information presented orally or class (e.g., professional sports team logo or school mascot). Discuss why a symbol is
through other media by asking and important for unifying fans behind a team or school. Go on to discuss the meaning behind
answering questions about key details and the symbol as a source of inspiration. (K.SL.2, K.SL.3, K.SL.4)
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.

I-LS-1: HI-6: Responding to comments and
questions in social conversations by asking
questions, sharing one’s experiences, and
expressing one’s thoughts.

K.SL.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.

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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.

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).

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Teacher’s Notes UNIT 4:

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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 4.
Literary Texts Literary Texts Informational Texts
Picture Books (Read Aloud) Songs (Read Along) Informational Texts
Our Country (Emergent Reader) (Susan
Duck for President (Doreen Cronin & Betsy "America the Beautiful” (Katharine Lee Bates Canizares and S. Berger)
Lewin) and Samuel A. Ward) The American Flag (Welcome Books)
Clifford Goes to Washington (Norman “America (My Country, ‘Tis of Thee)” (Samuel (Lloyd G. Douglas)
Bridwell) Francis Smith) The White House (Welcome Books)
This Land is Your Land (Woody Guthrie & “Yankee Doodle” (Traditional) (Lloyd G. Douglas)
Kathy Jakobsen) “You’re a Grand Old Flag” (George M. Cohan) The Statue of Liberty (Welcome Books)
My Country, ‘Tis of Thee (Samuel Francis (Lloyd G. Douglas)
Smith) The Bald Eagle (Welcome Books) (Lloyd
America the Beautiful (Katharine Bates, G. Douglas)
Wendell Minor) The Liberty Bell (Welcome Books) (Lloyd
Pledge of Allegiance (Scholastic, Inc.) G. Douglas)
I Pledge Allegiance (Bill Martin, Jr., Michael Giving Thanks: The 1621 Harvest Feast
Sampson, & Chris Raschka) (Kate Waters and Russ Kendall)
Apple Pie and the Fourth of July (Janet S. Independence Day (Rookie Read-About
Wong and Margaret Chodos-Irvine) Holiday Series) (David F. Marx)
Family Pictures (Carmen Lomez Garza) (E) Martin Luther King Jr. Day (Rookie Read-
About Holiday Series) (Trudi Strain Trueit)
Poems (Read Aloud) Veterans Day (Rookie Read-About
Holiday Series) (Jacqueline S. Cotton)
“Celebration” in Song and Dance (Alonzo John Philip Sousa: Getting to Know the
Lopez) (E) World’s Greatest Composers (Mike
Selections from I Am America (Charles R. Venezia)
Smith) El Dia De Los Muertos: The Day of the
“Thanksgiving Day” in Flowers for Children, Dead (Rookie Read-About Holiday

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Vol. 2 (Lydia Maria Child) Series) (Mary Dodson Wade)

(Continued)

Art, Music, and Media Informational Text

Music Cinco de Mayo (Rookie Read-About
Holiday Series) (Mary Dodson Wade and
John Philip Sousa, Stars and Stripes Nanci R. Vargus)
Forever (1896) Chinese New Year (Rookie Read-About
John Philip Sousa, The Liberty Holiday Series) (David F. Marx)
Bell (1893) Chanukah (Rookie Read-About Holiday
John Philip Sousa, The Washington Post Series) (David F. Marx )
(1889) Ramadan (Rookie Read-About Holiday
Series) (David F. Marx)
Kwanzaa (Rookie Read-About Holiday
Series ) (Trudi Strain Truett)
Christmas (Rookie Read-About Holiday
Series) (Trudi Strain Truett)
Diwali (Rookie Read-About Holiday
Series) (Trudi Strain Truett)

Website References

Instructional Routines:
http://csi.boisestate.edu/readingfirst/resources/coaches.shtml

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*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 4. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Collaborative Story Re-tell

*Vocabulary Frames

*Concept Charts

*Verb Tense Study

*Function Junction

*The Big Cheese

*Reverse Questioning

*Prepositions for Location

*Morph House

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Kinder Unit 4 2011 2012

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