Course: lal /Kindergarten pompton lakes public schools language arts curriculum kindergarten june 2012



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COURSE: LAL /Kindergarten

POMPTON LAKES PUBLIC SCHOOLS


LANGUAGE ARTS CURRICULUM
KINDERGARTEN

JUNE 2012

Dr. Terrance Brennan, Superintendent

Louis Shadiack, Principal

Helen Tardif, Principal


Mary Curran, Board of Education President

Ray Keating III, Board of Education Vice President


Board Members

William Baig, Joel Bernstock, Catherine Brolsma, Joyce Colfax,

Carl Padula, Tom Salus, Stephanie Shaw

Unit: Faces and Places at School (Unit 1a)

Objective: The students will learn to listen, speak and respond appropriately in a classroom environment.

Teaching Time – 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do students participate in group discussion?

  • How do readers combine sounds to make words?

  • How do readers identify words that rhyme?

  • How do good writers express themselves?

  • Sounds combine to form individual syllables and words.

  • Active listening skills are needed for success in school.

  • Good listening and speaking skills help us better understand each other.

  • Pictures can convey ideas and opinions.




 

Sound/symbol relationships: Mm/Ss


Fry words: the, a, and, is
Identify rhyming words
Draw pictures to convey ideas and opinions.
Demonstrate understanding of word parts and syllables.

Content Statements

Material Text & Technology Options


R.L.K10 SL.K.4

R.1.K.10 RI.K.5

R.F.K.2

W.K.1


S.L.K.1

S.L.K.2


L.K.1

Rigby materials: Read Aloud, “Learning is Fun With Mrs. Perez”; phonic charts, poems, mentor text Is This My Classroom?

Literature about beginning school experiences. Ex. If You Bring a Mouse to School, Miss Bindergarten Gets Ready For The First Day of Kindergarten, Froggy Goes to School, The Night Before Kindergarten.

Words Their Way – rhyming work

Word Wall

“My Word Books”

Mobi/Computer

Modeled writing


Desired Results (CPI)

Students will draw a picture to convey their ideas.

Students will identify rhyming words.

Students ask and answer questions about text.

Students will listen attentively and participate in group discussions.

Students will clap syllables and break apart words orally.

Students will count words spoken in a sentence.



 

Unit: Schools Have Rules (Unit 1b)

Objective: Students will listen and re-tell a variety of texts.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do readers answer questions from text?

  • How do readers respond to text?

  • How do readers retell stories?

  • How do I participate in group discussions?

  • Listening and responding to what we hear develops our understanding and knowledge.

  • Using pictures and verbal responses readers can respond to text.

  • Our speaking skill grows through our experience and through feedback from peers and teachers.

 

Sound/symbol association for letters Ff & Hh.


Fry words: you, on, I, this.
Retelling of text.
Identifying rhyming words.
Listening and responding to a variety of texts in both large and small groups.

Content Statements

Material Text & Technology Options


RI.K.1.

L.K.6.


W.K.1.

RI.K.10.


RF.K.2

S.L.K.1


S.L.K.2


Rigby Materials for Theme 2, Read Aloud, School Rules, mentor text, School Rules, charts, poems

Literature about appropriate school behavior and school rules. Example: David Goes To School, Ms. Nelson Is Missing , My Kindergarten

Word Wall

”My Word Books”

Words Their Way Rhyming Activities

Decodable Readers

Modeled Writing


Desired Results (CPI)

Students will match phoneme to grapheme.

Students will read high frequency words in isolation and in context.

Students will draw pictures to convey their ideas.

Students will ask and answer questions about text.

Students will participate in “turn and talk” activities.

Students will identify rhyming words.





Unit: Good Foods To Eat (Unit 1c)

Objective: Students will identify character, setting and major story events.

Teaching Time 10 Days

Essential Questions

Enduring Understanding

Areas of Focus

  • How does understanding a text’s structure help me better understand its meaning?

  • What rhyming words do I hear?

  • How do good writers express themselves?

  • How does the author’s word choice help me to understand the story?

  • Recognizing story elements helps a reader to understand text.

  • A good writer uses pictures to convey their ideas.

  • The words in a text help to create mental images to further understand text.

 

Sound/symbol relationship for Tt/Cc (hard sound)


Fry words: we, can, are, see
Identifying character, setting, and major story events.
Graphic organizers for sequencing events.
Rhyming activities


Content Statements

Material Text & Technology Options


RL.K.3

RI.K.2


L.K.5.

R.F.K.2.


W.K.1

SL.K.4


Rigby materials: Read Aloud “Eating Well”; mentor text Monster Pet; charts poems

Food Pyramid charts

“My Word Book”

Word Wall

Words Their Way activities

Literature about nutrition and eating well. Ex. Seven Silly Eaters, Bread and Jam For Frances, Gregory the Terrible Eater

Mobi/computer

Decodable readers

Modeled writing


Desired Results (CPI)

Assess through teacher observation and student response

Students will identify the story elements. Ex. characters, setting and major events.

Students will draw a picture to convey their ideas and orally tell about it.

Students will sequence a story through drawing and graphic organizers.

Students will discuss the author’s choices of words and how it helps to create mental images.



Unit: What Animals Need (Unit 2a)

Objective: Students will listen and respond to different kinds of texts.

Teaching Time – 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do readers demonstrate an understanding of organization and basic features of print?

  • How do readers apply letter/sound correspondence to decode words?

  • How does a speaker communicate their ideas clearly?

  • How do readers recognize and respond to different types of text?

  • Readers follow text left to right, top to bottom progression when reading or following text.

  • Readers use sound/symbol relationships to decode unfamiliar words.

  • An effective speaker uses proper grammar and complete sentences to convey their ideas and opinions.

  • Students recognize that there are a variety of texts to explore when reading.




 

Sound Symbol relationships: Soft Cc & Pp


Fry words: of, in , said, my
Discussions of texts
“Turn and Talk” strategies
Exposure to variety of texts
Describe details within texts

Content Statements

Material Text & Technology Options


RL.K.5

R.L.K.1


RI.K.1

RI.K.7


RF.K.1

RF.K.3


L.K.1

LK.6


SL.K.1

SL.K.4


SL.K.6


Rigby materials: “Three Bags Full”; mentor text: A Picture Dictionary of Mammals; charts; poems; photo essay

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Literature about animals – Ex. 100 Hungry Ants; Bear Snores On; Henny Penny, Exploding Ants

Nursery Rhymes

Teacher directed Show-and-Tell

Mobi/computer

Modeled writing



Desired Results (CPI)


Assess through teacher observation and student response.

Students will follow text progression left to right, top to bottom demonstrating book handling skills.

Students will demonstrate understanding of sound/symbol relationships.

Students will read Fry words taught with 90% accuracy.

Students will identify different types of texts (stories, poems, fiction, and non-fiction)

Students will use proper grammar when participating in discussions.



Unit: Who Am I? (Unit 2b)

Objective: Students will convey their thoughts through written expression.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do writers compose informative/explanatory texts?

  • How do writers compose a story?

  • How do readers illustrations to better understand text?

  • Good writers use pictures and words to relay a story, their ideas and information.

  • Good readers us pictures to enhance understanding of stories.




 Sound Symbol relationships:

Short a
Word families with short a


Fry words: was, look , go, at
Journal writing in response teacher directed topic.
Explore different words to convey a similar message.
Add labels to pictures.
Discuss illustrations as they relate to story/text

Content Statements

Material Text & Technology Options


RL.K.7

RF.K.1


RF.K.3

RI.K.7


W.K.2

W.K.3


L.K.5

SL.K.5.


SL.K.6

Rigby materials: “The Way I Feel”, charts, poems, mentor text: Building Buddy

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Literature about feelings and our bodies: ex. It’s Hard to be Five; Alexander and the Terrible, Horrible, No Good, Very Bad Day, Whistle for Willie, Grouch Lady Bug, Today I Feel Silly

Nursery Rhymes

Teacher directed Show-and-Tell

Flip-books, word slides, word wheels

Word Work

Bailey’s Book House (word families and rhyming)

Student journals

Mobi/Computers

Modeled writing/interactive writing



Desired Results (CPI)

Assess through teacher observation and student response.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.

Students will begin to draw pictures, write words and labels to convey ideas.

Students will describe the relationship between illustrations and text.


Unit: Meet My Family (Unit 2c)

Objective:

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do good readers use questioning to receive help when necessary?

  • How do good readers use questions to better understand text?

  • Good readers will ask for help or clarification when something is not understood.

  • Good readers will refer to text to answer questions.

 

 Sound Symbol relationships:

Ll & Gg (hard)
Fry words: as, am, for, have
Journal writing in response teacher directed topic.
Model think-aloud to demonstrate questioning techniques
Encourage students to ask for assistance when trying to understand text.

Content Statements

Material Text & Technology Options


RL.K.1

RI.K.1


RF.K.1

RF.K.3


W.K.2

W.K.3


SL.K.2

SL.K.3


SL.K.

SL.K.6


L.K.1

Rigby materials: Read-aloud “Apple Pie Fourth of July”; mentor text Families One and All; charts, poems

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Literature about families: The Rag Coat, The Pain and the Great One, Amber Was Brave, Essie Was Smart, The One in the Middle is the Green Kangaroo, A House is a House for Me

Nursery Rhymes

Teacher directed Show-and-Tell

Student journals

Think Aloud

Mobi/Computers

Modeled writing/interactive writing



Desired Results (CPI)

Assess through teacher observation and student response.

Students will ask questions when they do not understand text.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.

Students will ask questions while reading or listening to text to further understand content.\

Students will participate in discussions pertaining to their families.



 



Unit: Does It Go Fast or Slow? (Unit 3a)

Objective: Students will re-tell a story using story elements.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do good readers identify the roles of author and illustrator in a variety and texts?

  • How do good readers use key details to re-tell a story?

  • Authors and illustrators provide information in different ways to ensure a readers understanding.

  • Using character, plot, and sequence a good reader can re-tell a story.

  • Using main idea and key details a good reader can provide information gained from non-fiction text.

 

 Sound Symbol relationships:

Rr & Gg (soft) & short e
Fry words: do, from, how, it
Graphic organizers for key details
Class discussions about story elements
Creating class charts to demonstrate understanding of main idea and details
Identify the author and illustrator of all class selections

Content Statements

Material Text & Technology Options


RL.K.2

RL.K.3


RL.K.6

RL.K.7


RL.K.10

RI.K.2


RI.K.6

RI.K.7


RI.K.10

RF.K.1


RF.K.2

RF.K.3


SL.K.1

SL.K.2


SL.K.3

L.K.6


Rigby materials: Read-aloud “Fast, Faster, Fastest”; mentor text Lazy, Lonely Roley, charts, poems

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Literature (fiction & non-fiction) about movement: Ex. The Little Engine That Could, Traffic, Things That Go

Nursery Rhymes

Teacher directed Show-and-Tell

Student journals

Flip-books, word wheels, slides

Word work

Bailey’s Book House (rhyming & word families)

Mobi/Computers

Modeled writing/interactive writing



Desired Results (CPI)

Assess through teacher observation and student response.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.

Students will participate in group discussions regarding key elements of texts.

Students will identify author and illustrator’s role in text.

Students will re-tell selections using story elements.

Students will identify main idea and key details in non-fiction text.





Unit: Does It Sink or Float? (unit 3b)




Objective: Students will complete a non-fiction writing project.

Teaching Time: 10 days




Essential Questions

Enduring Understanding

Areas of Focus




  • How do writers show a purpose for their writing?

  • How do readers use non-fiction text?

  • A good writer will use writing process to complete a non-fiction writing piece.

  • A good reader uses non-fiction text to gain information and insight of a topic.

 

Sound Symbol relationships:

Short o
Fry words: his, had, to, her
Focus on non-fiction texts for research and information.
Demonstrate how to extract important information from non-fiction text.
Recording results of experiments pertaining to sinking and floating
Model how an experience can be used to write non-fiction work.
Engage in the writing process to produce a non-fiction piece.




Content Statements

Material Text & Technology Options





RF.K.1

RF.K.2


RF.K.3

RI.K.2


RI.K.6

RI.K.10


W.K.1

W.K.2


WK.7

L.K.1


L.K.5

L.K.6


SL.K.4

SL.K.5


Rigby materials: Read-aloud “Sink or Swim”, mentor text Sink or Float?, charts, poems

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Literature (fiction & non-fiction) about sinking and floating: Ex. The Chick and the Duck, When Catherine the Great and I Were Eight, Flotsam

Nursery Rhymes

Teacher directed Show-and-Tell

Student journals

Flip-books, word wheels, slides

Bailey’s Book House (rhyming & word families)

Science Experiments

Modeled writing/interactive writing





Desired Results (CPI)




Assess through teacher observation and student response.

Students will produce a writing piece describing their science research and experiments.

Students will record results of simple experiments.

Students will name important details from non-fiction text.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.



 

Unit: Part of Our Community (Unit 3c)

Objective: Students will use interrogatives when writing and speaking.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do questions help me learn?

  • How do writers produce a recognizable sentence?

  • How do writers use technology to produce and publish writing?

  • Questions words allow students to gain understanding of others and from texts.

  • Writers use conventions of print to compose writing pieces.

  • Writers can use the computer to publish their writing.




 

 Sound Symbol relationships:

Dd & Kk
Fry words: or, get, one, by
Engage in the writing process to produce an opinion piece.
Use questions to compose an opinion piece.

Model proper letter formation and spacing between words.


Utilize computer lab to produce writing.
Reinforce nouns and verbs as parts of grammar


Content Statements

Material Text & Technology Options


RL.K.7

RL.K.10


RI.K.7

RF.K.1


RF.K.2

RF.K.3


W.K.1

W.K.2


W.K.6

WK.7



Rigby materials: Read-aloud “Be Polite and Kind”, mentor text Kakadu Jack, charts, poems

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Literature (fiction & non-fiction) about community. Ex. Miss Spider’s Tea Party, A Big Fat Enormous Lie, Bear’s New Friend, Firefighters, Police Men, Dr. DeSoto, A Letter to Amy, Stella Louella’s Missing Library Book

Nursery Rhymes

Teacher directed Show-and-Tell

Student journals

Visits from community helpers

Computer Lab

Lined story paper

Mobi/Computers

Modeled writing/interactive writing




Desired Results (CPI)

Assess students through teacher observation and student performance.

Students will understand and use question words.

Students will produce and opinion piece of writing.

Students will utilize the computer lab to generate a published writing piece.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.

Students will print a recognizable sentence.


 



Unit: Part of the Family (Unit 4a)

Objective: Students will begin to read and decode CVC words in text and use pictures to check for accuracy.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do letter sounds come together to form words?

  • Can I read the Fry words in context?

  • How does fluency affect comprehension?

  • What do readers do when they do not understand everything in a text?

  • Letters make sounds that blend together to form words.

  • Knowing high frequency words allows for reading fluency.

  • Fluent readers group words quickly to help them gain meaning from what they read.

  • Good readers employ strategies to help them understand text.

 

Sound Symbol relationships:

Nn & Vv
Fry words: be, words, but, he
Individual and small group reading
Use picture clues to check understanding
Decoding strategies
Segment words into onsets and rhymes
Provide opportunities to re-tell stories to demonstrate understanding.
Learn to read with purpose and understanding.

Content Statements

Material Text & Technology Options


RL.K.1

RL.K.2


RL.K.4

RL.K.7


RL.K.10

RI.K.2


RI.K.4

RI.K.7


RF.K.1

RF.K.2


RF.K.3

RF.K.4


L.K.5

Rigby materials: Read-aloud “My Little Brother”, mentor text Helping Hands, charts, poems

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Leveled Readers

Literature about family. Ex. Berenstain Bears The Trouble With Chores, The Big Enormous Carrot, Cinderella, Knuffle Bunny, Napping House

Nursery Rhymes

Teacher directed Show-and-Tell

Student journals

Mobi/Computers

Modeled writing/interactive writing



Desired Results (CPI)

Assessment through teacher observation and student performance

Students will independently read selection at their independent level.

Students will work individually and in small groups with the teacher for reading instruction.

Students use illustrations to check their understanding of a story or passage.

Students will demonstrate the ability to re-tell stories they have read.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.


Unit: Greet the Seasons (Unit 4b)

Objective: Students will compare and contrast different fictional characters’ experiences and adventures.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How can I tell if story is real or make-believe?

  • How does an author’s word choice affect meaning?

  • Do my words match my picture?

  • Reading is an active process; it is the key to knowledge and understanding our world and ourselves.

  • Words can be used in a variety of ways to convey different ideas and feelings.

  • Students see themselves as writers.

 

Sound/symbol relationship: short i


Fry words: many, what, up, down
Small group/individual reading
Apply phonics to written work.
Apply phonics to reading unfamiliar words
Character posters
Compare and contrast discussions

Content Statements

Material Text & Technology Options


RF.K.1

RF.K.2


RF.K.3

RF.K.4


RL.K.10

RI.K.9


W.K.8

L.K.4


SL.K.1

SL.K.2



Rigby materials: Read-aloud “Circle of Seasons”, mentor text The Four Boxes, charts and poems.

Literature (non-fiction & fiction) about the seasons – Example: A Color of His Own., The Seasons of Arnold’s Apple Tree, Mud, The Dark

Leveled Readers

“My Word Book”

Word Wall

Words Their Way activities

Decodable Readers

Flip-books, slides, word wheels

Nursery Rhymes

Student Journals

Word work

Teacher Directed Show-and-Tell

Science DVD’s about Seasons (Magic School Bus, PBS)

Mobi/Computer

Modeled writing/interactive writing


Desired Results (CPI)

Assessment through teacher observation and student performance

Students will write a complete sentence that matches their picture.

Students will compare and contrast two characters from different stories.

Students will express multiple meanings of the same word. (Ex. Duck - verb and duck – noun)

Students will distinguish between fiction and non-fiction texts.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.




 


Unit: The Mighty Sun (Unit 4c)

Objective: Students will collaborate in small group to create non-fiction research projects.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How can we find answers about things we are studying?

  • How can writers communicate their ideas through a variety of writing?

  • Does my writing and speaking make sense?

  • Why conduct research?

  • Words and sentences a writer uses reflect one’s thoughts and beliefs.

  • Through practice we will become effective communicators.

  • Research is the process of gaining information from a variety of resources.




 

Sound/symbol relationship: Jj & Bb


Fry words: with, were, when, like,
Distinguishing key points in a non-fiction text.
Group work to create posters/sentences based on fact.
Small group/individual reading
Apply phonics to written work.
Apply phonics to reading unfamiliar words
Speaking and clearly to convey ideas to small and large groups.
Presenting work to a large group


Content Statements

Material Text & Technology Options


RF.K.1

RF.K.2


RF.K.3

RL.K.5


RI.K.1

RI.K.2


RI.K.8

W.K.2


W.K.6

W.K.7


SL.K.1

SL.K.2


SL.K.4

SL.K.6


L.K.4

Rigby materials: Read-aloud “Who Gets the Sun Out of Bed”, mentor text My Favorite Start, charts and poems.

Literature (non-fiction & fiction) about the sun - Ex. Arrow to the Sun, The Sun Is My Favorite Star, Sunshine on My Shoulders.

Science big books – ex. Scott-Foresman Module D, Macmillan/McGraw What Does Living Things Need?

Leveled Readers

“My Word Book”

Word Wall

Words Their Way activities

Decodable Readers

Nursery Rhymes

Student Journals

Teacher Directed Show-and-Tell

Science DVD’s about Sun/Solar System (Magic School Bus, PBS)

Mobi/Computer

Modeled writing/interactive writing




Desired Results (CPI)

Assess through teacher observation and student observation response.

Students will read non-fiction selections at their individual reading level.

Students will create and present non-fiction posters/projects to the class.

Students will work as a small group to create non-fiction work.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.


 


Unit: Many Friends (Unit 5a)

Objective: Students will compare and contrast different fictional stories.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How does understanding a text’s structure help a reader to better understand its meaning?

  • How does fluency affect comprehension?

  • What do readers construct meaning from text?

  • Understanding a text’s features, structures and characteristics facilitate the reader’s ability to make meaning of the text.

  • Fluent readers group words quickly to help them gain meaning from what they read.

  • Good readers compare, infer, synthesize and make connections (text to text) to make text personally relevant and useful.

 

Sound/symbol relationship: Ww, short Uu


Fry words: not, an, she, they, all
Small group/individual reading
Apply phonics to written work.
Apply phonics to reading unfamiliar words
Using graphic organizers to compare and contrast stories
Discuss key elements and story structure.
Model variety of comprehension strategies.
Compose an opinion piece of writing.

Content Statements

Material Text & Technology Options


RL.K.2

RL.K.3


RL.K.6

RL.K.9


RL.K.10

RF.K.1


RF.K.2

RF.K.3


RF.K.4

W.K.1


W.K.7

SL.K.1


SL.K.2

SL.K.3


SL.K.4

SL.K.6


L.K.1

L.K.2


L.K.4

L.K.5



Rigby materials: Read-aloud “I Am America”, mentor text My House is Your House, charts and poems.

Literature (non-fiction & fiction) about diversity and friendship – Example: Ira Sleeps Over, Enemy Pie, Chester’s Way, How To Loose All Your Friends, Chrysanthemum, Knuffle Bunny II.

Leveled Readers

“My Word Book”

Word Wall

Words Their Way activities

Decodable Readers

Word work

Nursery Rhymes

Student Journals

Teacher Directed Show-and-Tell

MOBI/Computer

Modeled writing/interactive writing


Desired Results (CPI)

Assess through teacher observation and student observation response.

The students will compare and contrast two different fictional stories.

Students will read fiction selections at their individual reading level individually and with a partner.

Students will construct a piece of writing conveying their opinion regarding a specific story. (Assessment)

Students will demonstrate a command of the conventions of standard English grammar and usage when writing or speaking.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.




 


Unit: Where I Live (Unit 5b)

Objective: Students will use non-fiction and fiction text to research and answer questions.

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How can writers show a purpose for our writing?

  • Where can a reader find information to answer questions?

  • Why do readers need to pay attention to a writer’s choice or words?

  • People write for many different purposes.

  • Research information can be found in fiction and non-fiction text.

  • Words powerfully affect meaning.




 

Sound Symbol relationships:

Hz, My
Fry words: that, there, use, your, which
Individual and small group reading
Apply phonics to written work.
Apply phonics to reading unfamiliar words
Journal writing (answer questions about text)
Distinguish key points in text
Use a variety of texts to answer questions.

Content Statements

Material Text & Technology Options


RF.K.1

RF.K.2


RF.K.3

RF.K.4


RI.K.2

RI.K.3


RI.K.4

RI.K.6


RI.K.7

RI.K.8


RI.K.9

RI.K.10


W.K.2

W.K.5


W.K.7

W.K.8


L.K.2


Rigby materials: Read-aloud “Happy Birthday America”, mentor text Our Country, Our Flag, charts, poems

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Leveled Readers

Literature about the USA (fiction/non-fiction): Ex. F is For Flag, The Pledge of Allegiance, Betsey Ross,

Nursery Rhymes

Teacher directed Show-and-Tell

Student journals

Mobi/Computers

Modeled writing/interactive writing



Desired Results (CPI)

Assess through teacher observation and student observation response.

Students will use a variety of texts to gain information and answer questions.

Students will self-select text by interest and reading level.

Students will compose an explanatory piece of writing.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.




Unit: Look At Me (Unit 5c)

Objective:

Teaching Time: 10 days

Essential Questions

Enduring Understanding

Areas of Focus

  • How do readers choose texts?

  • How do we use our sounds and Fry words to read books.

  • How can we communicate our ideas through writing?

  • Reading is a life-time skill that enhances learning and enjoyment

  • Reading is a process in which readers make meaning from predictable, patterned text.

  • We write to communicate with each other and to express our ideas.

 

Sound Symbol relationships:

Qi, Xx
Fry words: come, time, him, each, if
Individual and small group reading
Apply phonics to written work.
Apply phonics to reading unfamiliar words
Journal writing
Collaborative writing

Content Statements

Material Text & Technology Options


RL.K.2

RL.K.3


RL.K.10

RI.K.2


RI.K.8

RI.K.10


RF.K.1

RF.K.2


RF.K.3

RF.K.4


W.K.1

W.K.2


SL.K. 1

SL.K.3


SL.K.6

L.K.1


L.K.2


Rigby materials: Read-aloud “I’m Growing”, mentor text Just The Right Size, charts, poems

“My Word Book”

Word Wall

Words Their Way

Decodable readers

Leveled Readers

Literature about growing and changing (fiction/non-fiction): Ex. Leo the Late Bloomer, Peter’s Chair, The Growing-up Tree, The Giving Tree, New Shoes for Sylvia

Nursery Rhymes

Teacher directed Show-and-Tell

Student journals

Mobi/Computers

Modeled writing/interactive writing



Desired Results (CPI)

Assessment through teacher observation and student performance.

Students should read Fry words taught with 90% accuracy.

Students should recognize letters and sounds taught with 90% accuracy.

Students will independently compose writing samples for assessment.

Students will self-select fiction and non-fiction text for independent reading.



Students participate in Benchmark assessments to obtain instructional and independent reading levels.






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