Kinder unit 4 2011 2012

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

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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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: Knowledge of letter-sound correspondence helps to decode words. Symbols have meaning and represent ideas. Asking questions provides information and increased understanding.

Essential Questions: How do you read a new word? What is the purpose of a symbol? How does asking questions help clarify the key ideas and details of a topic?

Vocabulary: add gather information KWL chart question purpose symbol

understand illustration detail topic recall experience

ELA Standards/ELP Standards: Reading Foundations (RF)

Sample Activities/Assessments:

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.



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K.RF.1d Recognize and name all upper and lower-case letters of the alphabet. 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.

Instructional Routine Template: Card 1 (K.RF.1d) *Language Warm-Up (1-R-2(D): HI-1; 1-LS-2: HI-1)

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 words. I-R-2: LI-4: Producing rhyming words in 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.

Body Rhyme Game: “Would you like to play the Body Rhyme Game? Here's how we play. 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 that sounds like another word. So if I said red, does that rhyme with head? Students: yes! 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 non-rhymes. Note that you should stop repeating the target word (head in this case) after a few examples so that students have to test the rhyme silently for themselves. Proceed from 1-syllable words to 2-syllable words. After going through various body parts whole group, 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 rimes of single-syllable spoken words. 1-R-2(PA): HI-4: Orally forming words by substituting simple onsets (/c/) with given rimes (/at/).

Instructional Routine Template: Card 4 (K.RF.2c)



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K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVC words ending with /l/, /r/, or /x/.) 1-R-2(PA): HI-2: Orally producing groups of words that begin with the same initial sounds (alliteration). 1-LS-2: HI-3: Producing initial and final sounds of words using accurate articulation. 1-LS-2: HI-4: Producing and blending the initial, medial, and final sounds of CVC 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.

Use a puppet who can’t say his last sounds. Use visuals, objects or pictures to support this activity. Ask students to help him say a whole word correctly: peanu(t), butt(er), sandwi(ch); chicke(n), vanilla(a), i(ce), crea(m). (K.RF.2d) 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. Say a word with two (zoo), three (fog), or four (milk) phonemes. Model, then lead students as they segment each sound, moving a chip into a box as they say the sounds in order. 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) 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) Instructional Routine Template: Card 6 (K.RF.2d)

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 one-to-one letter-sound correspondence by producing the primary or many of the most frequent sounds for each consonant. I-R-2(D): HI-2: Producing letter sounds represented by the single lettered consonants and vowels. 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.

Give students letter cards or tiles with a few consonants and one or two short vowels. Model, then lead them in building words with two to three sounds. (K.RF.3a,b) 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) Instructional Routine Template: Card 2 (K.RF.3a,b) *Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5)



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K.RF.3c Read common high-frequency 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.

Instructional Routine Template: Card 3 (K.RF.3c)

K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 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.

Use familiar words (e.g., bell, flag, fan) have students add “s,” pronounce the new word, and use it in a sentence. (K.RF.3d) *Language Warm-up (I-R-2(D): HI-4, HI-5)

K.RF.4 Read emergent-reader texts with purpose and understanding. No Alignment

Use simple stories with high frequency words and decodable words that have been taught 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)



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ELA Standards/ELP Standards: Reading Literature (RL)


K.RL.3 With prompting and support, identify characters, settings, and major events in a story. 1-R-3: HI-7: Describing the main characters of a story. (B-7) 1-R-3: HI-8: Describing the setting of a 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.

Introduce a book showing a diverse viewpoint of an American holiday such as, “Apple Pie and the Fourth of July”. As you read the book, ask the students to look for ways that the 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 reading, discuss how people see holidays and celebrations differently depending on their 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, K.SL.2)



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K.RL.10 Actively engage in group reading activities with purpose and understanding. No Alignment

ELA Standards/ELP Standards: Reading Informational Text (RI)


K.RI.1 With prompting and support, ask and answer questions about key details 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. I-LS-1: HI-3: Responding to read-alouds by identifying main ideas/concepts and details using key words in complete sentences.

Create a KWL chart for American symbols and holidays to set the stage for asking questions, answering questions, and gathering information under main topics. Teachers will 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 about the main topic. Remind the students of the importance of also studying the illustrations for information. Add the information to the KWL chart. Look for connections between ideas as you add information to the charts. Use Post-Its or white boards for students to fully participate in adding information to the charts. (K.RI.1, K.RI.2, K.RI.3, K.RI.7) *Collaborative Story Re-tell (I-R-3: HI: 5, HI-9)



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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 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.

*Vocabulary Frames (I-L-2: HI: 5)

K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person,

Students ask and answer questions about things, pictures, or words encountered in a book. (K.RI.7)



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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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ELA Standards/ELP Standards: Writing (W)


K.W.2 Use a combination of drawing, 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-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.

Have students choose one of the symbols or holidays on the class KWL chart and write about it using complete sentences. Remind students to use the information on the chart as they write. Encourage students to illustrate their ideas to provide additional detail. (K.W.2, K.W.8, K.L.1a, K.L.2d, K.SL.5)

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 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

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



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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 and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 1-W-3: HI-2: Experimenting with writing a draft for a specific purpose.

K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. I-W-1: HI-1: Writing narratives using simple 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.

Send a note to parents asking them to find a photograph of the child taken during a family celebration. Ask parents to name the celebration and to tell what makes it special as their family celebrates it. Use this information to create a display of your class’ celebrations and to prepare for the shared research project on community celebrations. (K.W.7, K.W.8, K.SL.4) My family celebrates_________. Celebrating________ is special because_________. Choose a holiday celebrated in your community. Gather information about the holiday by reading books and asking people in your community to tell you why it is celebrated, when it is celebrated, who celebrates, and how it is celebrated. Create a large cube for the holiday and assign small groups of students to prepare an illustration for each face of the cube. 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, K.L.5c, K.SL.4)



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

Play the sound-symbol game, but with a written response. You say a letter, key word, and/or sound, and students write the symbol. Provide individual sound-symbol cards for reference as necessary. (K.L.1a, K.RF.3a,b)



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K.L.1b Use frequently occurring nouns and verbs. 1-L-1(N): HI-2: Explaining differences between common and proper nouns in context (singular and plural). (B-2) 1-L-1(V): HI-1: Using the simple present tense verbs with subject-verb agreement.

*Concept Charts (I-L-1(N): HI:2) *Concept Charts (I-L-1(V): HI-1) *Verb Tense Study (I-L-1(N): HI-2, I-L-1(V): HI-1)

K.L.1c Form regular plural nouns orally by 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). (B-2)

Create a word bank to collect new words from this unit. These words can be used in discussion and in journal writing to reinforce their proper use. Use the word bank to practice making nouns plural (e.g., statue, statues). (K.L.1c, K.L.6) *Concept Charts (I-L-1(N): HI:2)

K.L.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). I-L-1(Q): HI-1: Producing questions with inflections.

*Function Junction (I-L-1(Q): HI-1) *Big Cheese (I-L-1(Q): HI-1)

*Reverse Questioning (I-L-1(Q): HI-1)



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K.L.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). I-LS –1 (PREP): HI-1: Using prepositions of location (e.g., up, down, over). I-LS-1 (PREP): HI-2: Using prepositions of direction (e.g., on, in, near, behind). I-LS-1 (PREP): HI-3: Using prepositions of time (e.g., on, at, in, by).

Tell the students that they are going to practice giving and following directions. Create directions that focus on using prepositions such as to/from, on/off, and in/out. Pull a child’s 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.” Extend this activity by placing the prepositions on cards and having the students make up 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 additional steps. (K.L.1e) *Prepositions of Location (I-LS-1(PREP): HI-1)

K.L.1f Produce and expand complete 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)

*Verb Tense Study (1-LS-1(SC): HI-1 thru HI-10)



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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, 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.

Dictate a simple sentence for completion, with unknown words provided and lines for missing words: (e.g., He will hit the ball; ___ will ___ ___ ball.) Help students segment the phonetically regular words as they write. Encourage students to produce their own simple sentences. (K.L.2d, K.L.1f)



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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 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.

Tell the students that there are words that are spelled the same and sound the same, but have very different meanings. Listen to John Philip Sousa’s music and “march” around the room. Explain that in this case, “march” is an action word. The name of this type of song is 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. This activity can be repeated with the word “flag,” using the word as a verb and as a noun. (K.L.4a)

K.L.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. No Alignment

Morph House (K.L.4b)

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 language vocabulary and use it in relevant 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 language vocabulary and use it in relevant contexts.



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ELA Standards/ELP Standards: Speaking and Listening (SL)


K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and 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. 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.

To introduce the concept of a symbol, choose a symbol well known to the students in your class (e.g., professional sports team logo or school mascot). Discuss why a symbol is important for unifying fans behind a team or school. Go on to discuss the meaning behind the symbol as a source of inspiration. (K.SL.2, K.SL.3, K.SL.4)



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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)

� Duck for President (Doreen Cronin & Betsy Lewin)

� Clifford Goes to Washington (Norman Bridwell)

� This Land is Your Land (Woody Guthrie & Kathy Jakobsen)

� My Country, ‘Tis of Thee (Samuel Francis Smith)

� America the Beautiful (Katharine Bates, Wendell Minor)

� Pledge of Allegiance (Scholastic, Inc.) � I Pledge Allegiance (Bill Martin, Jr., Michael

Sampson, & Chris Raschka) � Apple Pie and the Fourth of July (Janet S.

Wong and Margaret Chodos-Irvine) � Family Pictures (Carmen Lomez Garza) (E)

Poems (Read Aloud)

� “Celebration” in Song and Dance (Alonzo Lopez) (E)

� Selections from I Am America (Charles R. Smith)

� “Thanksgiving Day” in Flowers for Children,

Songs (Read Along)

� "America the Beautiful” (Katharine Lee Bates and Samuel A. Ward)

� “America (My Country, ‘Tis of Thee)” (Samuel Francis Smith)

� “Yankee Doodle” (Traditional) � “You’re a Grand Old Flag” (George M. Cohan)

Informational Texts � Our Country (Emergent Reader) (Susan

Canizares and S. Berger) � The American Flag (Welcome Books)

(Lloyd G. Douglas) � The White House (Welcome Books)

(Lloyd G. Douglas) � The Statue of Liberty (Welcome Books)

(Lloyd G. Douglas) � The Bald Eagle (Welcome Books) (Lloyd

G. Douglas) � The Liberty Bell (Welcome Books) (Lloyd

G. Douglas) � Giving Thanks: The 1621 Harvest Feast

(Kate Waters and Russ Kendall) � Independence Day (Rookie Read-About

Holiday Series) (David F. Marx) � Martin Luther King Jr. Day (Rookie Read-

About Holiday Series) (Trudi Strain Trueit) � Veterans Day (Rookie Read-About

Holiday Series) (Jacqueline S. Cotton) � John Philip Sousa: Getting to Know the

World’s Greatest Composers (Mike Venezia)

� El Dia De Los Muertos: The Day of the Dead (Rookie Read-About Holiday



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Vol. 2 (Lydia Maria Child)

Art, Music, and Media

Music

� John Philip Sousa, Stars and Stripes Forever (1896)

� John Philip Sousa, The Liberty Bell (1893)

� John Philip Sousa, The Washington Post (1889)

� Series) (Mary Dodson Wade)

(Continued)

Informational Text

� Cinco de Mayo (Rookie Read-About Holiday Series) (Mary Dodson Wade and Nanci R. Vargus)

� Chinese New Year (Rookie Read-About Holiday Series) (David F. Marx)

� Chanukah (Rookie Read-About Holiday Series) (David F. Marx )

� 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

Kinder unit 4 2011 2012

Technology

Transcript of Kinder unit 4 2011 2012