Kindergarten... · Web viewEnglish Language Arts. 1. st. Nine Weeks. Kindergarten. Recurring...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 1st Nine Weeks Kindergarten

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure

Shelby County Schools2016/2017

of 41



(TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including:

Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth.

Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.

Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.

How to Use the Literacy Curriculum Maps


of 41



Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The Tennessee State ELA Standards


of 41

Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):

http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read Alouds, Shared Reading, Guiding Reading

http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.

Literacy Work Stations


of 41

http://www.k12reader.com/category/balanced-literacy/

http://tn.gov/education/article/english-language-arts-standards



https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy work stations are important for Balanced Literacy, and gain tips for setting up literacy work stations.

Using the Curriculum Maps, Grades K-2

● Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own

objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.


of 41

https://pals.virginia.edu/literacy-workstations.html



● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

● Remember to include differentiated activities for small group instruction and literacy stations.

Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country.

Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Key Terms:

Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

Foundational Skills: The basic skills that need to be taught and developed first. These are the foundations that hold our learning ability


of 41

http://achievethecore.org/

http://achievethecore.org/



together. Foundational Skills include: concentration; visual and auditory processing; short and long term memory; decoding; reasoning; sensory motor integration; fine and gross motor coordination. These skills may not seem important at first, but are often times the reason why some children battle to learn and grasp new concepts.

Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.

Gradual Release of Responsibility Example Behaviors

Teacher Student

I do itModeled Instruction

• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud

• Actively listens• Takes notes• Asks for clarification


of 41



We do itGuided Instruction /

Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification

You do itIndependently

Independent Practice

• Provides feedback• Evaluates progress toward the

learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome


of 41



TDOE Curriculum Standards Evidence Statements Content & Tasks

Week 1 Reading Selections

● Teacher selected read alouds

Staggered Entry Performance Assessments

SCS School Readiness Assessment (required) Journeys Emerging Literacy Survey SCS Kindergarten Report Card Assessment Book Teacher-created

Week 2Reading Selections

Nursery Rhymes

● Jack and Jill● One, Two, Three, Four, Five● Pease Porridge Hot● Colors● To Market, To Market● Teacher selected read alouds

Reading Foundational Skills

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

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

RF.K.2a-Recognize and produce rhyming words.

RF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.

Demonstrates an emerging understanding that spoken words can be written with letters in a certain way.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to hear and say rhyming words. Demonstrates the ability to take words apart and blend

them together in many different ways.

Sample Objectives (I can):

Name letters.

Say words that rhyme.

Hold a book correctly.

Print Concepts, Phonemic Awareness, Phonics, Fluency

● Rhyming Words – Teacher’s Edition pp. WTK 4, 8

● Blend Syllables – Teacher’s Edition pp. WTK 6, 10, 11

● Letter names: Aa, Bb, Cc, Dd, Ee

● Model Fluency● Echo Reading

Performance Assessments

● Journeys Emerging Literacy Survey


of 41



TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Reader’s Notebook, Week 1● SCS Kindergarten Report Card Assessment Book● Teacher-created

Reading Literature and Informational Text

RL.K. 4-Ask and answer questions about unknown words in a text.

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

Provides a statement or other expression that shows understanding of unknown words in a literary text.

Asks questions about unknown words in a literary text. Demonstrates the ability to recognize common types of

texts.

Sample Objectives (I can):Ask questions about words I do not understand.Tell the difference between a poem and story.Use pictures to help me understand a story.


● Journeys Reader’s Notebook, Week 1 ● Journeys Grab-and-Go Assessments, Week 1● SCS Kindergarten Report Card Assessment Book● Teacher-created

Writing/Research

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

States an opinion or preference about a topic or book using a combination of drawing, dictating, and/or writing.

Includes the topic or name of the book they are writing about when stating an opinion or preference.


Say the name of the book I am giving an opinion about.

Draw my favorite part of a story.

Routine Writing

● Journal writing● Shared writing

Writing Tasks

● Practice writing first name.● Draw their favorite part of a story read aloud.

Speaking and Listening

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

SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.

SL.K.4-Describe familiar people, places, things, and events/provide details with prompting and support.

Demonstrates the ability to participate in a collaborative conversation with diverse partners about kindergarten topics and texts.

Demonstrates the ability to follow rules for discussions. Demonstrates the ability to continue conversation through

multiple exchanges. Demonstrates the ability to ask and answer questions to

seek help, get information, or clarify something that is not understood.

Demonstrates the ability to describe familiar people,


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go, Week 1 ● Journeys Reader’s Notebook, Week 1● SCS Kindergarten Report Card Assessment Book

Ongoing Class Routines


of 41




SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.

places, things, and events. Demonstrates the ability to provide additional detail with

prompting and support. Demonstrates ability to speak audibly and express

thoughts, feelings, and ideas clearly.


Follow rules for discussion.

Describe people.

Answer questions from my teacher and classmates.

● Continuation of classroom rules and procedures● Expectations for classroom activities such as Morning

Meeting/Carpet Time● Group behaviors, classroom routines and procedures,

collaborative conversations

Language

LK.1a-Print many upper- and lowercase letters.

LK.5a-Sort common objects into categories to gain a sense of concepts the categories represent.

Demonstrates knowledge of upper and lower case letters when writing.

Demonstrates the ability to write upper and lower case letters correctly.

Shows understanding of word relationships and nuances in word meanings by sorting common objects into categories (e.g. shapes, foods, people) thereby showing a sense of the concepts the categories represent.


Write my first name.

Print upper and lowercase letters (A, B, C, D, E).

Use new words in daily conversations.

Vocabulary

● Environmental Print

Lesson Vocabulary

● Rhyme, school, principal, cafeteria, sort

Language Arts

● Participate in shared writing activities

● Write upper- and lower-case letters


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go, Week 1 ● Journeys Reader’s Notebook, Week 1


of 41



TDOE Curriculum Standards Evidence Statements Content & Tasks● SCS Kindergarten Report Card Assessment Book● Teacher-created

Week 3Reading Selections

Nursery Rhymes:

● I Went Upstairs● Quack, Quack, Quack● Mix a Pancake● Sing a Song of Sixpence● Little Arabella Stiller● Teacher selected read alouds


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



RF.K.2b-Count, pronounce, blend, and segment syllables in spoken words.

Demonstrates an emerging understanding that spoken words can be written with letters in a certain way.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify rhyming words. Demonstrates the ability to say words that rhyme. Demonstrates the ability to rhyme words. Demonstrates the ability to take words apart and blend

them together in many different ways.


Identify letters.

Say words that rhyme.

Recognize words that are said can be written.


● Rhyming Words – Teacher’s Edition pp. WTK 14, 18

● Blend and Segment Syllables – Teacher’s Edition pp. WTK 16, 20, 22

● Letter names: Ff, Gg, Hh, Ii, Jj

● Model Fluency● Echo Reading


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go, Week 2 ● Journeys Reader’s Notebook, Week 2● SCS Kindergarten Report Card Assessment Book● Teacher-created


Provides a statement or other expression that shows understanding of unknown words in a literary text.

Asks questions about unknown words in a literary text. Performance Assessments


of 41



TDOE Curriculum Standards Evidence Statements Content & TasksRL.K.4-Ask and answer questions about unknown words in a text.

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

Answers questions about unknown words in a text. Demonstrates the ability to recognize common types of

texts.


Participate in discussions about stories.

Tell the difference between a poem and story.

Use pictures to help me understand a story.

● Journeys Grab-and-Go Assessments, Week 2● Journeys Reader’s Notebook, Week 2 ● SCS Kindergarten Report Card Assessment Book● Teacher-created

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Model Performance Indicator for RL.K.4: Ask and answer questions about unknown words in a text.

Read

ing

Level 1: Entering

Ask and answer questions about the meaning of content-based words and/or answer questions about high-frequency, unknown words in a leveled text using single words and short phrases.

Level 2: Emerging

Ask and answer questions about the meaning of content-based words and/or answer questions about key words in a leveled text using pictures, phrases and short sentences.

Level 3: Developing

Ask and answer questions about the meaning of key words in a leveled text using simple, related sentences.

Level 4: Expanding

Ask and answer questions about the meaning of key, unknown words in a grade-level text using expanded and some complex sentences.

Level 5: Bridging

Ask and answer questions about the meaning of unknown words in a grade-level text using multiple, complex sentences.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:

North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Writing/Research

W.K.1-Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an

States an opinion or preference about a topic or book using a combination of drawing, dictating, and/or writing.

Includes the topic or name of the book they are writing about when stating an opinion or preference.

Routine Writing

● Journal writing● Shared writing


of 41

http://www.livebinders.com/play/play?id=1089921%20



TDOE Curriculum Standards Evidence Statements Content & Tasksopinion or preference about the topic or book (e.g., My favorite book is…).


Draw my favorite part of a story.

State my favorite part of a story.

Writing Tasks

● Draw, dictate or write to state an opinion about a book or nursery rhyme.

● Practice writing first name.




SL.K.4-Describe familiar people, places, things, and events/provide detail.



Demonstrates the ability to follow rules for discussions. Demonstrates the ability to ask and answer questions to

seek help, get information, or clarify something that is not understood.

Demonstrates the ability to describe familiar people, places, things, and events.

Demonstrates the ability to provide additional detail with prompting and support.

Demonstrates ability to speak audibly and express thoughts, feelings, and ideas clearly.

Sample Objectives (I can):Follow class rules.Speak clearly.Answer questions from my teacher and classmates. Participate in group discussions.


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go, Week 2 ● Journeys Reader’s Notebook, Week 2● SCS Kindergarten Report Card Assessment Book



Meeting/Carpet Time● Group behaviors, classroom routines and procedures,


Language

LK.1a-Print many upper- and lowercase letters.




I can write upper and lower case letters (G, H, I, J).

Vocabulary

● Environmental Print

Lesson Vocabulary

● Rhyme, school, principal, cafeteria, library, support


of 41



TDOE Curriculum Standards Evidence Statements Content & TasksPrint my first name.

Use new words in conversations.

class, computer

Language Arts

● Write upper- and lower-case letters


● Journeys Emerging Literacy Survey● Journeys Grab-and-Go, Week 2 ● Journeys Reader’s Notebook, Week 2● SCS Kindergarten Report Card Assessment Book● Teacher-created

Weeks 4-5-Lesson 1 *See TWAG in AppendixReading Selections

● Big Book: What Makes a Family?● Read Aloud: Dear JunoEssential Question: What makes a family special?


RF.K.1a-Follow words from left to right, top to bottom, and page by page.



RF.K.2d-Isolate and pronounce sounds in three-phoneme words.

RF.K.3c-Read common high-frequency words by sight.

Demonstrates the ability to track words left to right in a book.

Demonstrates the ability to follow words from top to bottom in a book.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify rhyming words. Demonstrates the ability to say words that rhyme. Demonstrates the ability to rhyme words. Demonstrates the ability to isolate and pronounce sounds. Demonstrates the ability to recognize and read high

frequency words.



● Read and write letters Kk. Ll, Mm, Nn. Oo● Rhyming Words● High Frequency Words: I● Decodable Readers

See What We Can DoWe Can Make It


● Journeys Progress Monitoring● Journeys Grab-and-Go, Lesson 1● SCS Kindergarten Report Card Assessment Book● Teacher-created


of 41



TDOE Curriculum Standards Evidence Statements Content & TasksRecognize the word “I.”

I can tell what sounds are the same.

Point to words in print, tracking left to right.

Literacy Station Activities (introduce)

● Phonemic Awareness/Phonics/Word study station (choose one only): Journeys Word Study flip chart, Lesson 1, alphabet manipulatives, letter matching, match pictures that rhyme, additional optional activities:http://www.fcrr.org/studentactivities/P_003a.pdfhttp://www.fcrr.org/studentactivities/PA_002a.pdf


RI.K.2-With prompting and support, identify the main topic and retell key details of a text.

RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.K.4-With prompting and support, ask and answer questions about unknown words in a text.

RI.K.7- With prompting and support, describe the relationship between illustrations and the text in which they appear.

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

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

Related Social Studies Standard

K.1 Describe familiar people, places, things and events, with clarifying detail about a student’s home, school, and community.

Provides a statement of the main topic of a text. Provides a retelling of key details in a text. Provides a description of the connection between two

individuals in a text. Provides a description of the connections between two

events in a text. Provides a description of the connections between two

ideas or pieces of information in a text. Provides a description of the relationship between the

illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).

Provides an identification of the front cover of a book. Provides an identification of the back cover of a book. Provides an identification of the title page of a book. Provides an identification of the author of a text and what

the author’s role is in presenting the ideas or information in that text.

Provides an identification of the illustrator and what the illustrator’s role is in that text.


Retell details of a text.

Answer questions about key details.


● Journeys Grab-and-Go, Lesson 1● SCS Kindergarten Report Card Assessment Book● Teacher-created

Text Dependent Questions

Who are some people that are included in a family? (key details)

Are all families the same size? Why or why not? (general understanding)

How do the pictures show us what families do together? (author’s craft)

What does the word memories mean? (vocabulary) How do we know that families are special? Share things

the author tells us from the story. (opinions) *See TWAG


of 41

http://www.fcrr.org/studentactivities/PA_002a.pdf

http://www.fcrr.org/studentactivities/P_003a.pdf



TDOE Curriculum Standards Evidence Statements Content & TasksTell what the pictures in a book are about.

Identify parts of a book.

Name the author and illustrator.

Writing/Research

W.K.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.

Informs or explains using a combination of drawing, dictating, and/or writing, names what they are writing about, and supplies some information about the topic.

Demonstrates the ability to tell/explain what they know or understand about a topic, with prompting and support.


I can create a drawing and write/dictate to explain what it is about.

Routine Writing

● Teacher’s Edition pp. T29, T45, T57, T67, T73

Daily/ Weekly Writing

● Draw, dictate, and label

● Shared Writing Activities

Writing Tasks

● *See TWAG



SL.K.1b-Contiune a conversation through multiple exchanges.

SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.

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

SL.K.6.-Speak audibly and express thoughts, feelings, and ideas clearly.



multiple exchanges. Demonstrates the ability to confirm understanding of a text

read aloud by answering and asking questions about key details.

Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.

Demonstrates the ability to request clarification if something is not understood.

Provides drawings or other visual displays to descriptions to provide additional detail.

Demonstrates ability to speak audibly and express



Routines

Opening Routines

Teacher’s Edition pp. T12-13, T30-31, T46-47, T58-59, T68-69

Dig Deeper: T52-53


of 41






Answer questions about key details in a text.

Participate in class discussions.

Speak clearly and understandably.



Meeting/Carpet Time● Group behaviors, classroom routines and procedures, collaborative conversations

Language

L.K.1a-Print many upper- and lowercase letters

L.K.1b-Use frequently occurring nouns and verbs

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

L.K.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent.

L.K.5c-Identify real-life connections between words and their use.

Demonstrates knowledge for the ability to print upper and lower case letters when writing.


Demonstrates command of the conventions of grammar through the frequent use of nouns and verbs.

Capitalizes the first word of a sentence. Capitalizes the word “I.” Clarifies the meaning of unknown and multiple meaning

words. Shows understanding of word relationships and nuances

in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent.

Shows understandings of word relationships by identifying the real-life connections between words and their use.


Print letters (K, L, M, N, O).

Recognize nouns for people.

Use a capital “I” when I write about myself.

Vocabulary

● Daily Vocabulary Boost● Classify/Categorize: Family Words

● Nouns for People

● *See TWAG

Lesson Vocabulary

Week 4: celebrate, family, memories, special Week 5: wondered, stamp, envelope, letter, photograph

Academic Vocabulary

● rhyme, noun, author, illustrator, include

● http://www.htsb.org/wp-content/uploads/2014/07/ Academic-Language-Functions-toolkit.pdf


of 41

http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf




TDOE Curriculum Standards Evidence Statements Content & TasksUse new words I have learned from conversations and being read to.

Language Arts

Grammar Focus

● Nouns for People

Ongoing Grammar Focus

● Participate in shared writing and group editing activities

● Recognize capital letters

● Name all upper- and lower-case letters

● Print upper and lower-case letters


● Journeys Grab-and-Go, Lesson 1● Journeys Reader’s Notebook, Lesson 1● SCS Kindergarten Report Card Assessment Book● Teacher-created

Week 6-Lesson 2Reading Selections

Big Book: How Do Dinosaurs Go to School? Read Aloud: Friends at School

Essential Question: Why is it important to follow rules at school?


RF.K.1a-Follow words from left to right, top to bottom, and page by page.


Demonstrates the ability to track words left to right in a book.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify beginning sounds. Demonstrates the ability to recognize and read high

frequency words.


● Read and write letters Pp, Qq, Rr, Ss, Tt● Beginning Sounds● Pause for Punctuation● High Frequency Words: I, like


of 41



TDOE Curriculum Standards Evidence Statements Content & TasksRF.K.2d-Isolate and pronounce sounds in three-phoneme words.

RF.K.3c-Read common high-frequency words by sight (e.g., I, like).


Recognize high frequency words, I and the.

Identify letters.

Listen to fluent reading.

● Decodable ReadersWe Go To SchoolI Like


● Focus on accuracy and purpose● Echo reading, choral reading, independent oral reading● Practice reading “like talking” (e.g., smooth, expressive)


● Journeys Progress Monitoring● Journeys Grab-and-Go, Lesson 2● Journeys Reader’s Notebook, Lesson 2● SCS Kindergarten Report Card Assessment Book● Teacher-created

Literacy Station Activities

● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 2, alphabet manipulatives, letter matching, match pictures with the same beginning sound, additional optional activities: http://www.fcrr.org/studentactivities/PA_036a.pdf


RL.K.2- With prompting and support, retell familiar stories, including key details.

RL.K.3-With prompting and support, identify characters, settings, and major events in a story.

RL.K. 6-With prompting and support, name the author and illustrator and define the role of each.

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

Provides a retelling of a familiar story, including key details.

Provides an identification of characters in a story. Provides an identification of setting(s) in a story. Provides an identification of major events in a story. Provides an identification of the author of a story and what

the author’s role is in telling the story. Provides an identification of the illustrator of a story and

what the illustrator’s role is in telling the story. Provides an identification of the front cover of a book.


● Journeys Progress Monitoring● Journeys Grab-and-Go, Lesson 2● Journeys Reader’s Notebook, Lesson 2● Teacher-created


What are some ways that the children were showing that


of 41

http://www.fcrr.org/studentactivities/PA_036a.pdf



TDOE Curriculum Standards Evidence Statements Content & Tasksbook.



K.15 Give examples that show the meaning of the following concepts: authority, fairness, justice, responsibility, and rules.

Provides an identification of the back cover of a book. Provides an identification of the title page of a book. Provides an identification of the author of a text and what

the author’s role is in presenting the ideas or information in that text.

Provides an identification of the illustrator of a text and the illustrator’s role in that text.

Sample Objectives (I can):Tell what an author does.Identify book parts.Understand that characters can be animals or people. Retell what the characters did in a story.

they can be friends at school? (key details) What are some of the activities children can do at school?

(key details) What does “playing store” mean? (vocabulary) What does it mean to “break a rule?” (vocabulary) Why is it important to follow rules at school? Use

reasons from the story? (opinions)


Model Performance Indicator for RLK.3: With prompting and support, identify characters, settings, and major events in a story.

Read

ing

Level 1: Entering

Identify and describe the main characters and setting of a story using single words, simple phrases.

Level 2: Emerging

Identify and describe the main characters and setting of a story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: Developing

Identify and describe the main characters and setting of a story using simple sentences with general and some specific vocabulary related to the story.

Level 4: Expanding

Identify and describe the main characters and setting of a story using detailed sentence of varied lengths with specific and some technical vocabulary related to the story.

Level 5: Bridging

Identify and describe the main characters and setting of a story using complete, detailed sentences of varied lengths and types, using specialized vocabulary related to the story.



Writing/Research

W.K.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.



Routine Writing


Daily/ Weekly writing

● Draw, dictate and label


of 41




TDOE Curriculum Standards Evidence Statements Content & TasksSample Objectives (I can):

I can create a drawing and explain what it is about.

● Daily Journal


Writing Tasks

● After reading the text, “How Do Dinosaurs go to School?” the students will create a class set of rules to follow at school. Students will write/dictate and illustrate one of the rules the class created, and tell how they will or what they can do to follow it.



SL.K.1b-Contiune a conversation through multiple exchanges.

SL.K. 2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.




multiple exchanges. Demonstrates the ability to confirm understanding of a

text read aloud by answering and asking questions about key details.

Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.

Demonstrates the ability to request clarification if something is not understood.

Demonstrates the ability to describe familiar people, places, things, and events.

Demonstrates the ability to provide additional detail with prompting and support.




Routines

Opening Routines

● Teacher’s Edition pp. T106-107, T124-125, 140-141, T152-153, T162-163

● Dig Deeper: T146-147


● Continuation of classroom rules and procedures, including procedures for literacy stations

● Expectations for Responsive Classroom activities such as Morning Meeting

● Group behaviors, classroom routines and procedures,


of 41



TDOE Curriculum Standards Evidence Statements Content & TasksDescribe familiar things.

Follow classroom rules and procedures.

Ask and answer questions from my teacher and classmates.

Participate in conversations about texts.


Language

L.K.1b-Use frequently occurring nouns and verbs.

L.K.1f -Produce and expand complete sentences in shared language activities.

L.K.5b- Demonstrate understanding of verbs and adjectives by relating them to their opposites.

L.K.5c-Identify real-life connections between words and their use.


With guidance and support, link two or more words together in communication.

Shows understanding of word relationships and nuances in word meanings by demonstrating understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Shows understandings of word relationships by identifying the real-life connections between words and their use.


Produce a complete sentence.

Correctly use a noun.

Recognize opposites.

Print my first name.

Print letters (P, Q, R, S, T).

Vocabulary

● Daily Vocabulary Boost● Antonyms

Lesson Vocabulary

rules, bullying, tidies, fidget, interrupt

Academic Vocabulary

● antonym, character, infer, predict, opposites


Language Arts

Grammar Focus

● Nouns for Animals and Things





of 41





TDOE Curriculum Standards Evidence Statements Content & Tasks● Name all upper- and lower-case letters



Week 7-Lesson 3Reading Selection(s)

● Big Book: Please Puppy Please● Read Aloud: I Have a Pet!Essential Question: What are ways that people need to care of their pets?


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



RF.K.3c-Read common high-frequency words by sight (e.g., I, like, the).

Shows an understanding that words are separated by spaces.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify beginning sounds. Demonstrates the ability to recognize and read high

frequency words.


Identify a space between words.

Recognize high frequency words: I, like, the.

Identify beginning sounds in words.

Point to individual words in print.



● Read and write letters Uu, Vv, Ww, Xx, Yy, Zz● Beginning Sounds● Words in Oral Sentences● Pause for Punctuation● Reading Rate● High Frequency Words: I, like, the● Decodable Readers

Baby Bear’s FamilyThe Party


● Focus on accuracy and purpose● Echo reading, choral reading, independent oral reading

Practice reading “like talking” (e.g., smooth, expressive)



of 41



TDOE Curriculum Standards Evidence Statements Content & Tasks● Journeys Grab-and-Go, Lesson 3● Journeys Reader’s Notebook, Lesson 3● SCS Kindergarten Report Card Assessment Book● Teacher-created


● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 3, alphabet manipulatives, letter matching, match pictures with the same beginning sound, additional optional activities:http://www.fcrr.org/studentactivities/P_010a.pdf


RL.K.2-With prompting and support, retell familiar stories, including key details.

RL.K.3-With prompting and support, identify characters, settings, and major events in a story.

Provides a retelling of a familiar story, including key details

Provides an identification of characters in a story. Provides an identification of setting(s) in a story. Provides an identification of major events in a story.


Retell a story.

Ask and answer questions about key details.

Identify characters.

Identify events.


● Journeys Grab-and-Go, Lesson 3● Journeys Reader’s Notebook, Lesson 3● Teacher-created


What is a pet? (general understanding) What is a pet show? (general understanding) What does the word “fetch” mean? (vocabulary) What does the word “burrow” mean? (vocabulary) Why is the man holding a clipboard in I Have a Pet?

(opinions) In Please Puppy Please, why do you think the children

always want the puppy to be theirs? Use the story to support your answer. (inference)

Literacy Station (introduce)

● Comprehension station: Journeys flip chart, Lesson 3, listening station/audio book, illustrate a detail from the story, additional optional activities:http://www.fcrr.org/studentactivities/c_010a.pdf


of 41

http://www.fcrr.org/studentactivities/c_010a.pdf




TDOE Curriculum Standards Evidence Statements Content & TasksWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Model Performance Indicator for RLK.2: With prompting and support, retell familiar stories, including key details.

Read

ing

Level 1: Entering

Retell story using single words, simple phrases and/or acting out the parts of the story.

Level 2: Emerging

Retell story using simple phrases and simple sentences with general vocabulary related to the story.

Level 3: Developing

Retell story using general and some specific vocabulary related to the story. Oral or written language with some phonological, syntactical or semantic errors is expected.

Level 4: Expanding

Retell the story in sequence using detailed sentences with specific and some technical language related to the story. Use sentences of varying lengths.

Level 5: Bridging

Retell the story in sequence using complex detailed sentences. Make connections and use specialized language related to the story. Use a variety of sentence lengths and types.



Writing/Research

W.K.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.




Create a drawing and explain what it is about.

Routine Writing



● Draw, dictate and label

● Daily Journal


Writing Tasks

● Illustrate and write about a pet from the story you would like to have. Use details from the story to explain your choice.

Speaking and Listening Demonstrates the ability to continue conversation through Performance Assessments


of 41




TDOE Curriculum Standards Evidence Statements Content & TasksSL.K.1b-Contiune a conversation through multiple exchanges.


multiple exchanges. Demonstrates the ability to describe familiar people,

places, things, and events. Demonstrates the ability to provide additional details with

prompting and support.


Engage in conversations with my classmates.

Follow rules and procedures.

Add details to a conversation with prompting and support.


RoutinesOpening Routines

● Teacher’s Edition pp. T200-201, T218-219, T234-235, T246-247, T256-257



● Continuation of classroom rules and procedures, including procedures for literacy stations

● Expectations for Responsive Classroom activities such as Morning Meeting

● Group behaviors, classroom routines and procedures, collaborative conversations

Language


L.K.5d-Distinguish shades of meaning among verbs describing the same general action by acting out the meanings.


Shows understandings of word relationships and nuances in word meanings by acting out the meanings of verbs describing the same general action (e.g. walk, march, strut, prance), thereby showing the ability to distinguish shades of meaning.


Identify nouns as animals and things.

Act out meanings of words.

Print letters (U, V, W, X, Y, Z).

Print first name.

Vocabulary

● Daily Vocabulary Boost● Synonyms

Lesson Vocabulary busy, job, fetch, inside, outside

Academic Vocabulary synonym, infer, predict, pet● http://www.htsb.org/wp-content/uploads/2014/07/

Academic-Language-Functions-toolkit.pdf

Language Arts

Grammar Focus


of 41





TDOE Curriculum Standards Evidence Statements Content & Tasks● Nouns for Animals and Things







Week 8-Lesson 4Reading Selection(s)

● Big Book: Everybody Works● Read Aloud: Pizza at Sally’sEssential Question: Why is it important for a community to have many different kinds of jobs?Reading Foundational Skills

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



RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each consonant.

Shows an understanding that words are separated by spaces.

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify beginning sounds. Identifies letter sounds. Demonstrates the ability to know and apply phonics and

word analysis skills when producing words. Demonstrates the ability to recognize and read high

frequency words.



● Read and write letter/sound Mm, /m/● Beginning sounds● Words in oral sentences● Pause for punctuation● High Frequency Words: I, like, the, and● Decodable Readers

MmI Like Mm



of 41



TDOE Curriculum Standards Evidence Statements Content & TasksRF.K.3c-Read common high-frequency words by sight (e.g., I, like, the, and).

I can name letter sounds.

I can identify beginning sounds /m/.

Point to words in sentences.

I can recognize high frequency words.






● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 4, alphabet manipulatives, letter matching, match pictures with the same beginning sound /Mm/, additional optional activities: http://www.fcrr.org/studentactivities/P_001b.pdf


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

RL.K.6-Name the author and illustrator and define the role of each.


RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear.


K.20 Identify roles of authority figures at home, at school, and in government to include parents, school principal, volunteers, police officers, fire and rescue workers, mayor, governor, and

Demonstrates the ability to recognize common types of texts

Provides an identification of the author of a story and what the author’s role is in telling the story.

Provides an identification of the illustrator of a story and what the illustrator’s role is in telling the story.

Provides an identification of the author of a text and what the author’s role is in presenting the ideas or information in that text.

Provides an identification of the illustrator of a text and what the illustrator’s role is in that text.

Provides a description of the relationship between the illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).


Tell what an illustrator does in a text.




What are some of the ways that people work? (key details)

What are some of the tools Sally uses? (key details) What does creating mean on p. 9? (vocabulary) Where is Sally? How do you know? Use clues from the

text to support your answer. (opinions) Describe a job you would like to have as an adult, and

explain why, using the text to support your answer. (opinions)


● Comprehension station: Journeys Comprehension flip


of 41

http://www.fcrr.org/studentactivities/P_001b.pdf



TDOE Curriculum Standards Evidence Statements Content & Taskspresident. Tell what an author does.

Describe what an illustration is depicting in a text with prompting and support.

chart, Lesson 4, listening station/audio book, choose an illustration from the text and write about it, additional optional activities:http://www.mes-english.com/flashcards/files/people.pdfhttp://www.mes-english.com/flashcards/files/people_flash.pdf


Model Performance Indicator for RI.K.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).

Read

ing

Level 1: Entering

Describe connections between the illustration and text in using single words.

Level 2: Emerging

Describe connections between the illustration and text using a phrase and/or short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary

Level 3: Developing

Describe connections between the illustration and text using simple sentences.

Level 4: Expanding

Describe connections between the illustration and text using expanded and some complex sentences.

Level 5: Bridging

Describe connections between the illustration and text using multiple, complex sentences.



Writing/Research

W.K.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.

W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.



Recalls information from experiences to answer questions using a combination of drawing, dictation, and/or writing.

Gathers information from provided sources to answer a question in a product that includes drawing, dictation, and/or writing.

Sample Objectives (I can):Draw/dictate/write about a topic from a text.Collaborate with others during shared writing activities.

Routine Writing

● Teacher Edition pp. T311, T327, T339, T349, T355


● Draw and label

● Daily Journal


Writing Tasks


of 41


http://www.mes-english.com/flashcards/files/people_flash.pdf

http://www.mes-english.com/flashcards/files/people_flash.pdf

http://www.mes-english.com/flashcards/files/people.pdf



TDOE Curriculum Standards Evidence Statements Content & Tasks● Using the pictures and the text, draw or write about three

jobs from the story and why they are important in a community?





Demonstrates the ability to follow rules for discussions. Demonstrates ability to speak audibly and express


Sample Objectives (I can):I can speak clearly in conversations. Follow classroom rules for conversation and discussion.Participate in conversations about a specific topic.


● Journeys Grab-and-Go, Lesson 4 ● SCS Kindergarten Report Card Assessment Book● Teacher-created


● Teacher’s Edition pp. T294-295, T312-313, T328-329, T340-341, 350-351



● Continuation of classroom rules and procedures● Expectations for Responsive Classroom activities such as

Morning Meeting Group behaviors, classroom routines and procedures, collaborative conversations

Language

L.K.1a-Print many upper- and lowercase letters.


L.K.1f-Produce and expand complete sentences in shared language activities.

L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.




Link two or more words together in communication. Demonstrates the ability to determine the meaning of

unknown and multiple-meaning words and phrases by using the most frequently occurring inflections and affixes as clues to the meaning of those words.

Vocabulary

● Daily Vocabulary Boost● Words for Jobs● Words with –ed and -ing

Lesson Vocabulary

job, crew, vet, hobby, protecting


of 41



TDOE Curriculum Standards Evidence Statements Content & TasksSample Objectives (I can):

I can figure out the meaning of a word that ends with -ed or -ing.

Use verbs in the present tense.

Print first name.

Print upper and lower-case letters.

Academic Vocabulary

● work, create, care, describe, pound


Language Arts

Grammar Focus

● Action Verbs in the Present ● Narrative Writing




● Label my drawings using inventive spelling

● Recognize punctuation marks


● Begin to use invented spelling when writing



Week 9-Lesson 5Reading Selections


of 41






● Big Book: The Handiest Things in the World● Read Aloud: The Little Red HenEssential Question: How do people use tools to accomplish a task?




RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each constant.

RF.K.3c-Read common high-frequency words by sight (e.g., I, like, the, and,).

Identifies all upper- and lowercase letters of the alphabet. Demonstrates the ability to identify beginning sounds. Identifies letter sounds. Demonstrates the ability to know and apply phonics and

word analysis skills when producing words. Demonstrates the ability to recognize and read high

frequency words.


Identify letters.

Identify beginning sounds /s/.

Recognize spaces between words.

Recognize high frequency words.



● Read and write letter/sound Ss, /s/● Beginning sounds● Words in oral sentences● Pause for punctuation● High Frequency Words: I, like, the, and● Decodable Readers

SsI Like Ss






● Phonemic Awareness/Phonics/Word study station: Journeys Word Study flip chart, Lesson 5, alphabet manipulatives, letter matching, match pictures with the same beginning sound /Ss/, additional optional activities:http://www.fcrr.org/studentactivities/P_016a.pdf

Reading Literature and Informational Text Asks questions about unknown words in a literary text. Performance Assessments


of 41




TDOE Curriculum Standards Evidence Statements Content & TasksRL.K.4-Ask and answer questions about unknown words in a text.

RL.K. 9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

R.L.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear.

Answers questions about unknown words in a text.

Provides a comparison and contrast of the adventures and experiences of characters in familiar stories.

Provides a description of the relationship between the illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).


Ask questions about words I do not know in a text.

Compare and contrast characters and their actions.

Describe how pictures help me understand what the story is saying.



How can hands be used as tools? (general understanding)

What does the word “enormously” mean on p. 23? (vocabulary)

Look at the pictures on p. 8. How can you tell that the hen is working hard? (author’s purpose)

Why do you think the animals do not want to help the hen? Use the pictures from the story as clues to support your answer. (opinions)

In The Little Red Hen, the author says “working together makes working fun.” What does she mean by that statement? (inference)


● Comprehension station: Journeys Comprehension flip chart, Lesson 5, listening station/audio book, retelling cards, illustrate a story using details, additional optional activities:http://www.fcrr.org/studentactivities/c_002b.pdf

Writing/Research

W.K.3-Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Narrates a single event using a combination of drawing, dictating, and/or writing.

Narrates several loosely linked events using a combination of drawing, dictating, and/or writing.

Tells about events in the order in which they occurred when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.

Provides a reaction to what happened during the event(s) when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.

Recalls information from experiences to answer questions

Routine Writing

● Teacher Edition pp. T405, T423, T435, T445, T451


● Letter formation

● Draw and label

● Daily Journal


of 41

http://www.fcrr.org/studentactivities/c_002b.pdf



TDOE Curriculum Standards Evidence Statements Content & Tasksusing a combination of drawing, dictation, and/or writing.

Gathers information from provided sources to answer a question in a product that includes drawing, dictation, and/or writing.

Sample Objectives (I can):Write about an event by drawing/dictating/writing. Gather information from books, pictures and objects.Collaborate with others during shared writing activities.


Writing Tasks

● Draw and write about a tool you could use to complete a task from The Handiest Things in the World.



Demonstrates the ability to ask and answer questions to seek help or get information.

Demonstrates the ability to ask or answer questions to clarify something that is not understood.


Ask questions to get help about something I do not understand.

Speak clearly and understandably.




● Teacher’s Edition pp. T388-389, T406-407, T424-425, T436-437, T446-447


● Continuation of classroom rules and procedures● Expectations for Responsive Classroom activities such as

Morning Meeting● Group behaviors, classroom routines and procedures,


Language


L.K.1d-Understand and use question words.

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


Identifies answers to simple questions (e.g., who, what) from an array of choices.

Understands how to capitalize the first word of a sentence.

Capitalizes the word “I.” Demonstrates an understanding of punctuation when

writing. Shows understandings of word relationships and nuances

Vocabulary

● Daily Vocabulary Boost● Synonyms

Lesson Vocabulary

appears, future, handy, busy, container


of 41



TDOE Curriculum Standards Evidence Statements Content & TasksL.K.2b-Recognize and name end punctuation.

L.K.5d-Distinguish shades of meaning among verbs by acting out the meanings.

in word meanings by acting out the meanings of verbs describing the same general action (e.g. walk, march, strut, prance), thereby showing the ability to distinguish shades of meaning.


Explain why the pronoun “I” is capitalized.

Answer questions that begin with who, what, why.

Use verbs in the present tense.

Recognize verbs that have similar meanings.

Print first name.

Understand ending punctuation (. and ?) for sentences.

Academic Vocabulary

● Details, synonyms, tools, cause, effect, action


Literacy Station Activities (introduce)Vocabulary Station: illustrate/label a tool, match words/illustrate, illustrate nouns, act out tool usage with a partner.

Language Arts

Grammar Focus

● Action Verbs in the Present Tense● Narrative Writing




● Label my drawings using inventive spelling

● Recognize punctuation marks


● Begin to use invented spelling when writing


● Journeys Grab-and-Go, Lesson 5● Journeys Reader’s Notebook, Lesson 5


of 41





TDOE Curriculum Standards Evidence Statements Content & Tasks● SCS Kindergarten Report Card Assessment Book● Teacher-created


of 41



APPENDIX – TWO WEEK AT A GLANCE OUTLINES

Weeks 4-5: What Makes a Family (Unit 1, Lesson 1)

Week 4

Essential Question: What makes a family special?

Day 1 Day 2 Day 3 Day 4 Day 5Read Aloud

Text based comprehension Text based discussion

Main Selection Text based comprehension Text based discussion

(Whole and Small Group)

Big Book: What Makes a Family? Respond to text questions orally from ‘Think Through the Text’ section questions 3, 8, and 9 ‘Oral Retelling Cards’

Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials

(Whole and Small Group)

VocabularyDrawn from the texts

celebrate, family, memories, include, special

Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work (Phonics and high

frequency words) Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities


of 41



Week 4 Continued


Day 1 Day 2 Day 3 Day 4 Day 5

Language/ Syntax Spelling and Grammar

Follow the daily Grammar sequence of activities

Writing Response to text Culminating task

Aligned with the EQ and topic

The Readers’ Notebook (independent reading and written response to text) Choose one of the following based on the type of writing to be highlighted:

1. Using the pictures and the text, describe what makes a family.

2. a. Chose one family from the text. Explain what makes that family special by using the pictures and evidence in the text.b. (Optional) Think about your family. What makes your family special?

Standards Reading: Informational TextRI.K.1 RI.K.2, RI.K.3, RI.K.7, RI.K.5, RI.K.6, RI.K.10

LanguageL.K.1a, L.K.2a

Reading: Foundational SkillsRF.K.1b


of 41



Week 5



Read Aloud Text based comprehension Text based discussion

Read Aloud Project – Dear Junohttp://achieveth - ecore.org/page/2549/dear-juno

Main Selection Text based comprehension Text based discussion

Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials

(Whole/Small Group, Independent work)All students experience all texts and resources regardless of level

From the Leveled Readers: ● Visiting Grandma and Grandpa● My Family Pictures● When I Was Little

From the Vocabulary Readers: ● Sisters and Brothers

Other Resources:● “Caden’s Day” - reading passage, vocabulary and comprehension questions - http://www.readworks.org/passages/cadens-day● “Kindergarten Read Aloud - What Makes a Family?” – video https://www.youtube.com/watch?v=kxBDUPrxXgE● “Sesame Street – Family Song” – video https://www.youtube.com/watch?v=ii_LtHrEiao

VocabularyDrawn from the texts

Vocabulary from Read Aloud Project lesson:wondered, stamp, envelope, letter, photograph

Week 5 Continued


of 41

http://achieveth-ecore.org/page/2549/dear-juno





Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work (Phonics and high

frequency words) Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities

Language/ Syntax Spelling and Grammar

Follow the daily Grammar sequence of activities

Writing Response to text Culminating task

Aligned with the EQ and topic

Culminating Task -“What makes Juno’s family special?”

Standards Reading: LiteratureRL.K.1, RL.K.3, RL.K.4, RL.K.7

WritingW.K.2

Speaking and ListeningSL.K.1, SL.K.2, SL.K.5, SL.K.6

LanguageL.K.1, L.K.4


of 41

Kindergarten... · Web viewEnglish Language Arts. 1. st. Nine Weeks. Kindergarten. Recurring...

Documents

Transcript of Kindergarten... · Web viewEnglish Language Arts. 1. st. Nine Weeks. Kindergarten. Recurring...