Unit 1 Take a New Step - paramount.k12.ca.us · /m/ m (initial/final) /a/ a (initial/medial) /s/ s...

Paramount Unified School District Educational Services

Unit 1

Take a New Step

English Language Arts Curriculum Guide

Kindergarten

2018-19

English Language Arts Year-at-a-Glance

Kindergarten


Year-at-a-Glance

# of Days Unit Title Unit Big Idea RF RL RI W SL L HSS 8/22/18 – 9/7/18

(12 days) Start Smart – establishing and maintaining routines and procedures Universal Screening – baseline data for small group instruction

9/10/18 – 10/5/18 (20 days)

*FRS Assessment

Take a New Step What can we learn when we try new things?

RF.K.2 RF.K.3 RF.K.4

RL.K.1 RL.K.2 RL.K.4 RL.K.7

RI.K.1 RI.K.2 RI.K.5 RI.K.7

W.K.3 W.K.5 W.K.7

SL.K.1 SL.K.3

SL.K.1a SL.K.6

L.K.4 L.K.6

HSS K.1.1

10/8/18 – 10/26/18 (15 days)

Let’s Explore What can you find out when you explore?

RF.K.2 RF.K.3

RL.K.1 RL.K.4 RL.K.7


W.K.3 W.K.5 W.K.7

SL.K.1 SL.K.2 SL.K.3


L.K.5

10/29/18 – 11/16/18 (14 days)

Going Places What can you learn by going to different places?

RF.K.2 RF.K.3


RI.K.6 W.K.3 W.K.5 W.K.7



L.K.5

HSS K.1.1 HSS K.4.5

11/26/18 – 12/14/18 (15 days)

Around the Neighborhood

What do you know about the people and the places in your neighborhood?

RF.K.2 RF.K.3


RI.K.7 W.K.2 W.K.5 W.K.7



L.K.1 L.K.5

HSS K.1.3 HSS K.3

HSS K.4.2

1/7/19 – 2/5/19 (20 days)

*FRS Assessment

Wonders of Nature

What kinds of things can you find growing in nature?

RF.K.2 RF.K.3

RL.K.3 RL.K.6

RI.K.2 RI.K.4

W.K.2 W.K.5 W.K.7



L.K.5

2/6/18 – 3/1/18 (16 days)

Weather for All Seasons

How do weather and seasons affect us?

RF.K.2 RF.K.3


RI.K.6 W.K.1 W.K.5 W.K.7



L.K.5

3/4/19 – 3/22/19 (15 days)

The Animal Kingdom

What are different kinds of animals?

RF.K.2 RF.K.3


RI.K.3 RI.K.4 RI.K.9

W.K.1 W.K.5 W.K.7



L.K.5

HSS K.1

3/25/19 – 4/12/19 (15 days)

From Here to There

Where can you go that is near and far?

RF.K.2 RF.K.3


RI.K.2 RI.K.4 RI.K.6

W.K.2 W.K.5 W.K.7



L.K.5

HSS K.2 HSS K.6.3

4/22/19 – 5/17/19 (20 days)

*FRS Assessment

How Things Change

How do things change? RF.K.2 RF.K.3

RL.K.3 RI.K.9 W.K.1 W.K.5 W.K.7



L.K.5 HSS K.1.1

5/20/19 – 6/13/19 (18 days)

Thinking Outside the Box

How can new ideas help us? RF.K.2 RF.K.3



W.K.3 W.K.5 W.K.7



L.K.5 HSS K.1.1 HSS K.1.3

1


English Language Arts Stage 1: Unit 1 Desired Results

Kindergarten

Theme: Take a New Step September 10 – October 5 (20 days)

Transfer Goals 1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.

2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.

3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and

respond.

4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations

Making Meaning Essential Understandings - Student Outcomes Essential Questions

Students will understand that…

Theme:

New experiences open up your mind to new ideas and

possibilities.

Content Standards:

Authors develop and support main ideas with key details.

Readers use many strategies to figure out unknown words.

Authors use devices such as transitions, organizational patterns,

and strategies to emphasize certain ideas, events, concepts, or

information to build meaning.

Collaborative conversations with others help to build and clarify

ideas.

Writers tell stories by using descriptive details and clear event

sequences.

A command of English Language conventions and grammar brings

clarity and sophistication to writing.

Investigating topics of interest builds knowledge.

Students will keep considering…

Theme:

What can we learn when we try new things?

Content Standards:

What is the author trying to tell me?

How do authors build ideas?

How do I share what I know?

What story do I want to tell?

How do I make my writing better?

How do I learn more about topics that are interesting to me?

2



Kindergarten

Acquisition

Knowledge Skills

Students will need to know… Making Meaning

Key details in text

Illustrations in text

Retell familiar stories

Story elements: characters, setting or plot

Front and back cover and title page

Group reading activities

Effective Expression

Text evidence

Elements and structure of narrative writing

Process for research and investigation

Rules of collaborative conversations

Paraphrasing

Presentation of information Language Development

Capitalization and punctuation

Subjects and predicates

Academic vocabulary

Vocabulary strategies: context clues and word structure

Foundational Skills

/m/ m (initial/final)

/a/ a (initial/medial)

/s/ s

High frequency words: the, we, see

Fluency strategies: prosody

Content Knowledge

Social Studies

Students will need to develop skill at and able to… Making Meaning

Cite relevant evidence from text RL.K.1, RLK.1

Ask and answer questions about key details RL.K.1, RI.K.1

Identify main topic and retell key details RL.K.2, RI.K.2

Determine meaning of words RL.K.4

Identify front and back cover and title page RI.K.5

Describe the relationship between illustrations and text RL.K.7, RI.K.7 Effective Expression

Draw evidence from text W.2.8, W.2.10

Write narrative texts W.K.3

Conduct research W.K.7

Engage in collaborative conversations SL.1.1, SL.K.1a, SL.K.3, SL.K.6

Present information SL.K.6

Language Development

Develop oral vocabulary L.K.6

Use context clues to understand unknown words L.K.4 Foundational Skills

Read decodable words in context RF.K.4

Read with purpose and understanding RF.K.4 Content Knowledge

History-Social Science – Obtain information and communicate: o How to investigate and explore different rules. HSS.K.1.1

3


English Language Arts Stage 1: Unit 1 Source and Standards Alignment

Kindergarten

Unit 1 Source and Standards Alignment The source and standards alignment document highlights key standards addressed within each source, indicated by an X. It is a tool to support the planning of standards based lessons.

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RF.

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RF.

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K.2

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K.4

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RL.

K.7

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RI.

K.1

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K.2

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K.5

– T

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L.K

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L.K

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SL.K

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con

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SL.K

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Dis

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Ru

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SL.K

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Cla

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SL.K

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Au

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HSS

K.1

.1 –

Inve

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ate

an

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exp

lore

dif

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rule

s

1

I Can Nonfiction * * X X X

Can I? Fantasy * * X X X

The Lion and the Mouse Fable * * * * * X X X X X X X X X X

What About Bear? Fantasy X X X X X X X X X X X X X X X X

How to Be a Friend? Nonfiction X X X X X X X X X X X X X X X X

2

We Can Nonfiction * * X X X

I Can, We Can Fiction * * X X X

The Tortoise and the Hare Fable * * * * * X X X X X X X X X X

Pouch Fantasy * X X X X X X X X X X X X X X

Baby Animals on the Move Nonfiction * X X X X X X X X X X X X X X

3

Sam Can See Fiction * * X X X

I Can See Nonfiction * * X X X

A Feast of Senses Informational * * * * * X X X X X X X X X X

Senses at the Seashore Informational * X X X X X X X X X X X X X X

I Smell Springtime, Taste of Purple, Rain

Poetry * X X X X X X X X X X X X X X

* Source can be used to address the standard, but Wonders does not provide the text dependent questions

HSS: History-Social Sciences Standards, adopted 2016

4

English Language Arts Stage 2: Unit 1 Evidence

Kindergarten


Stage 2: Evidence

Assessments Unit investigation

Summative “Assessment OF learning”

Formative “Assessment FOR learning”

Inquiry and Investigation During the unit, students will participate in the inquiry process. They will… 1. Pose a class question to research 2. Find relevant resources to support the

research which may include digital sources

3. Study the resources and interpret the information to answer the question

4. Report findings in a variety of ways that may include the following:

Class Thinking Maps

Class poster

Class Power Point

Class essay Research findings should be reported on or before October 5, 2018. The Unit Investigation Board should be used as a resource center for students to interact with relevant resources and artifacts that pertain to the class investigation. College and Career Readiness Anchor Standards for Writing 7. Conduct short as well as more sustained

research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Summative assessments evaluate student learning and understanding at the end of the unit of study. Listed below are the assessment windows for the Foundational Reading Skills Assessments.

Foundational Reading Skills Assessment

Assessment Window

Assessment #1 10/1 – 10/5



Foundational Skills Standard Students are given the Foundational Reading Skills Assessment to address the following standards:

RF.K.1

RF.K.2

RF.K.3

RF.K.4

Formative assessments monitor student learning and provide ongoing feedback to improve student learning during the unit of study. Formative assessments address all the learning goals for the unit of study. However, not all learning goals are formally addressed in the summative assessment. Teacher created tests, quizzes, and observations should be used as evidence to address the following standards:

Foundational Skills

RF.K.1

RF.K.2

RF.K.3

RF.K.4

Reading RL.K.1

RL.K.2

RL.K.4

RL.K.7

RI.K.1

RI.K.2

RI.K.5

RI.K.7

Writing

W.K.3

W.K.7

Speaking and Listening SL.K.1

SL.K.3 SL.K.6

Language L.K.4

L.K.6

Writing Modeled Writing (Assisted Writing): Teacher selects writing prompt.

Prompt Writing (Unassisted Writing): Draw and write about a time you used one of your five senses.

Universal Screening Baseline data for small

group instruction (First 2 weeks of school)

5

English Language Arts Stage 3: Unit 1 Learning Plan

Grades K-1


Instructional Sequence

Common Core Writing Standard

The purpose of writing instruction is to help strengthen students’ writing skills so they become successful independent writers. A careful balance between assisted writing and unassisted writing must be established to provide opportunities for students to observe good writing and also practice writing on their own. The following writing guidelines clarify the two kinds of writing experiences.

K Writing Program

Modeled Writing

(Assisted Writing) Prompt Writing

(Unassisted Writing)

Purpose: Provide students a strong model for writing Provide students an opportunity to practice independent

writing

Feedback: Conferencing at various stages (brainstorm, organize, write) and

provide feedback on writing Conferencing using the WFBB Analytical Writing Rubric

Use: Celebrate and display best writing in the classroom Writing placed in a writing folder/file to reflect and show

growth over time for the teacher and student

Teacher/student selects 1 piece of writing every other unit

for posting (Units 1, 3, 5, 7, and 9) Teacher/student uses information from WFBB analytic

rubric to reflect, guide instruction, and plan mini-lessons

Frequency: Teacher follows suggested pacing as outlined in WFBB At least 1 unassisted writing piece per every other unit

(Units 1, 3, 5, 7, and 9)

Prompt type: Teacher selected prompt District prompt

6


Kindergarten


Unit 1 Learning Plan Common Core Genre Writing

September 10 – October 5 (20 days) Narrative Writing Type Timeline

Universal Screening: Narrative Writing

Teacher selects writing prompt

Unassisted writing

Use WFBB Analytical Rubric (6 point) to assess for baseline data

Use baseline data to plan for mini lessons at students’ appropriate instructional level

Recommended to be completed during the first 2-3 weeks of the year during Start Smart: August 22 – September 7, 2018

Modeled Writing (Assisted Writing): Focused Journal Writing

Teacher selects writing prompts

Teacher models “I do, you do, I monitor” strategy

Suggested prompts for informative modeled writing can be found: - WFBB Setting the Stage for Kindergarten, page 34

Suggested Pacing for WFBB Focused Journal Writing 1st 9 weeks: September 10 – November 9 (45 days) 2nd 8-9 weeks: November 13 – February 8 (42 days)

3rd 8-9 weeks: February 12 – April 12 (43 days) 4th 7-8 weeks: April 22 – June 13 (38 days)

To be completed following the suggested pacing in WFBB

Prompt Writing (Unassisted Writing): Draw and write about a time you used one of your five senses. (Genre: Narrative)

Use district writing prompt for all students

Unassisted writing

Use WFBB Analytical Rubric (6 point) to assess student skills o Kindergarten Narrative Rubric, WFBB Narrative page 31

To be completed during the unit: September 10 – October 5, 2018

What else should be happening in the classroom?

Conferencing with Students

Goal of conferencing is to help the student react to his or her own writing so that he or she can identify possible writing problems and improve upon them.

WFBB Setting the Stage, pages 317 – 319

Mini-Lessons

Goal of mini-lessons is to create a climate in which students develop as writers as they are exposed repeatedly to those criteria necessary for effective writing.

WFBB Setting the Stage, pages 131 – 265

7


Kindergarten


Big Idea: What can we learn when we try new things?

Week 1 - Essential Question: How can we get along with new friends?

Wh

ole

Gro

up

: ELA

Co

re Teach, Model,

Practice, and Apply

Days 1-5

Foundational Skills Focus:

/m/ m (initial/final)

Source:

Reading/Writing Workshop Big Book, Short Text: I Can (Nonfiction)

Reading/Writing Workshop, Short Text: Can I? (Fiction)

Interactive Read Aloud: The Lion and the Mouse (Fable)

Literature Big Book, Anchor Text: What About Bear? (Fantasy)

Literature Anthology, Paired Text: How to be a Friend (Nonfiction)

Close Reading Companion

Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging Expanding Bridging Optional differentiated lesson for the Big Idea:

Optional differentiated lesson for the Big Idea: Optional differentiated lesson for the Big Idea:

Day 1 Day 2 Day 3 Day 4 Day 5

Language Support, pages 6-7

Set Purpose

Oral Language Listening Comprehension, pages 8-9

Use Literature Big Book: What About Bear?

Words and Categories

Language Support, page 10

Set Purpose


Read Literature Big Book: What About Bear?

Respond to the Text Language Support, pages 14-15

Interactive Writing

How Language Works


Set Purpose

Oral Language Shared Read, pages 17-18

Word Work

Reread: I Can Language Support, page 19

Independent Writing


Set Purpose

Oral Language Read the Differentiated Text, page 24

Using the Texts

Read: The Friends The Friends – Emerging The Friends – Expanding/Bridging

Language Support: page 25

Independent Writing

Progress Monitoring, pages 26-27

Set Purpose

Fluency

Oral Production

Written Production

8

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Kindergarten



Week 1 - Essential Question: How can we get along with new friends?

Smal

l Gro

up

Approaching Level On Level Beyond Level English Learners Source:

Leveled Reader: Soup! (Fantasy)

Source:

Leveled Reader: Mouse and Monkey (Fantasy)

Source:

Leveled Reader: Come and Play! (Fantasy)

Source:

Leveled Reader: Mouse and Monkey (Fantasy)

Additional small group instructional activities based on formative assessment needs

Phonological Awareness:

Sentence segmentation

Phoneme isolation

Phoneme identity

Phoneme blending Phonics:

Sound spelling review

Connect m to /m/

Reteach

Picture sort

Identify words with m

Build fluency with phonics High Frequency Words:

Reteach words

Reread for fluency Oral Vocabulary:

Review words Comprehension:

Self-selected reading

Phonemic Awareness:

Phoneme isolation

Phoneme identity

Phoneme blending Phonics:

Review phonics

Identify words with m

Write m High Frequency Words:

Review words

Reread for fluency Comprehension:


Phonics:

Review High Frequency Words:

Review Vocabulary:

Oral vocabulary: synonyms Comprehension:


Vocabulary:

Preteach oral vocabulary

Preteach vocabulary High Frequency Words

Review words

Reteach category words Writing:

Shared writing

Writing traits: ideas Grammar:

Nouns

Re

sear

ch a

nd

In

vest

igat

ion


Week 1 Week 2 Week 3

Choose a topic and

find resources

Keep track of Ideas and

create project

Present information

9


Kindergarten



Week 2 - Essential Question: How do baby animals move?

Wh

ole

Gro

up

: ELA

Co

re Teach, Model,

Practice, and Apply

Days 1-5


/a/ a (initial/medial)

Source:

Reading/Writing Workshop, Short Text: We Can (Nonfiction)

Reading/Writing Workshop, Short Text: I Can, We Can (Fiction)

Interactive Read Aloud: The Tortoise and the Hare (Fable)

Literature Anthology, Anchor Text: Pouch (Fantasy)

Literature Anthology, Paired Text: Baby Animals on the Move (Nonfiction)


Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging Expanding Bridging Day 1 Day 2 Day 3 Day 4 Day 5


Set Purpose


Use Literature Big Book: Pouch!



Set Purpose


Read Literature Big Book: Pouch!

Respond to the Text


Interactive Writing

How Language Works


Set Purpose


Word Work

Reread: We Can Language Support, page 41-42

Independent Writing


Set Purpose


Using the Texts

Read: We Move We Move – Emerging We Move – Expanding/Bridging


Independent Writing

Progress Monitoring, pages 74-50-51

Set Purpose

Fluency

Oral Production

Written Production

10

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Kindergarten



Week 2 - Essential Question: How do baby animals move?

Smal

l Gro

up

Approaching Level On Level Beyond Level English Learners Source:

Leveled Reader: Hop! (Fantasy)

Source:

Leveled Reader: We Hop! (Fantasy)

Source:

Leveled Reader: We Can Move! (Fantasy)

Source:

Leveled Reader: We Hop! (Fantasy)



Recognize rhyme Phonemic Awareness:

Phoneme isolation

Phoneme blending

Phoneme identity Phonics:


Connect a to /a/

Reteach

Blend words with short a

Identify words with short a


Reteach words




Phonemic Awareness:

Phoneme isolation

Phoneme blending

Phoneme identify Phonics:

Review phonics

Picture sort

Blend words with short a, m High Frequency Words:

Review words



Phonics:


Review Vocabulary:



Vocabulary:



Review words


Shared writing


Nouns

Re

sear

ch a

nd

In

vest

igat

ion



Choose a topic and

find resources


create project

Present information

11


Kindergarten



Week 3 - Essential Question: How can your senses help you learn?

Wh

ole

Gro

up

: ELA

Co

re Teach, Model,

Practice, and Apply

Days 1-5


/s/ s

Source:

Reading/Writing Workshop, Short Text: Sam Can See (Fiction)

Reading/Writing Workshop, Short Text: I Can See (Nonfiction)

Interactive Read Aloud: A Feast of the Senses (Informational Text)

Literature Anthology, Anchor Text: Senses at the Seashore (Informational Text)

Literature Anthology, Paired Text: I Smell Springtime, Taste of Purple, Rain (Poetry)


Wh

ole

Gro

up

: ELD

Co

re

Des

ign

ate

d E

LD

Emerging Expanding Bridging Day 1 Day 2 Day 3 Day 4 Day 5


Set Purpose


Use Literature Big Book: Senses at the Seashore



Set Purpose


Read Literature Big Book: Senses at the Seashore

Respond to the Text


Interactive Writing

How Language Works


Set Purpose


Word Work

Reread: Sam Can See


Independent Writing


Set Purpose


Using the Texts

Read: The Salad The Salad – Emerging The Salad – Expanding/Bridging


Independent Writing

Progress Monitoring, pages 74-75

Set Purpose

Fluency

Oral Production

Written Production

12

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Kindergarten



Week 3 - Essential Question: How can your senses help you learn?

Smal

l Gro

up

Approaching Level On Level Beyond Level EL Source:

Leveled Reader: The Beach (Informational Text)

Source:

Leveled Reader: At School (Informational Text)

Source:

Leveled Reader: See It Grow! (Informational Text)

Source:

Leveled Reader: At School (Informational Text)



Onset/rime blending Phonemic Awareness:

Phoneme isolation

Phoneme blending

Phoneme categorization Phonics:


Connect s to /s/

Reteach

Blend words with /s/ s

Build words with s


Reteach words




Phonemic Awareness:

Phoneme isolation

Phoneme blending

Phoneme categorization Phonics:

Review phonics

Picture sort

Blend words with s High Frequency Words:

Review words



Phonics:


Review Vocabulary:



Vocabulary:



Review words


Shared writing


Nouns

Re

sear

ch a

nd

In

vest

igat

ion



Choose a topic and

find resources


create project

Present information

13

Content Instructional

Delivery Time

(minutes)

Reading

Whole Group

15-20

Foundational Skills

Whole Group

15-20

Reading/Foundational Skills

Small Group

20-25


Small Group

20-25

Genre Writing (includes daily mini-lesson)

Whole/Small Group

30-35


Small Group

20-25

Total Number of Minutes 150

Designated ELD

Whole Group Grade K - 25 Grade 1 - 35


English Language Arts Suggested Sample Schedules

Grades K-1

Suggested Sample 1 2 Small Group Sessions

Suggested Sample 2 3 Small Group Sessions

Content Instructional

Delivery Time

(minutes)

Reading

Whole Group

20-30


Small Group

20-25

Foundational Skills

Whole Group

25-35


Small Group

20-25

Genre Writing (includes daily mini-lesson)

Whole/Small Group

30-35

Total Number of Minutes 150

Designated ELD

Whole Group Grade K - 25

Grade 1 - 35

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Kindergarten

Theme: Take a New Step September 10 – October 5 (20 days)

Reading Standards for Foundational Skills

RF.K.2b – Onset and rime blending Count, pronounce, blend, and segment syllables in spoken words. RF.K.2d – Phoneme isolation, phoneme identification Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme words. RF.K.3a – Letter sound correspondence (initial/final) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. RF.K.3c – High frequency words Red common high frequency words by sight. RF.K.4 – Fluency Read emergent-reader texts with purpose and understanding

Reading Standards

RL.K.1 – Key Ideas and details With prompting and support, ask and answer questions about key details in a text. RL.K.2 – Key Ideas and details With prompting and support, retell familiar stories with including key details. RL.K.4 – Meaning of words Ask and answer questions about unknown words. RL.K.7 – Illustrations and story With prompting and support, describe the relationship between illustrations and the story in which they appear. RI.K.1 – Key Ideas and details With prompting and support, ask and answer questions about key details in a text. RI.K.2 – Key Ideas and details With prompting and support, identify the main topic and key details of a text. RI.K.5 – Craft and Structure Use text features and search tools to locate information relevant to a given topic efficiently. RI.K.7 – Illustrations and text With prompting and support, describe the relationship between illustrations and the text.

ELD.P1.K.6-Reading/viewing closely Emerging- Describe ideas, phenomena (e.g., parts of a plant), and text elements (e.g., characters) based on understanding of a select set of grade-level texts and viewing of multimedia, with substantial support. Expanding- Describe ideas, phenomena (e.g., how butterflies eat), and text elements (e.g., setting, characters) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support. Bridging- Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., major events, characters, setting) using key details based on understanding of a variety of grade-level texts and viewing of multimedia, with light support.

Language Standards

L.K.4 – Vocabulary meaning Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. L.K.6 – Vocabulary usage Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

ELD.P1.K.8-Analyzing language choices Emerging- Distinguish how two different frequently used words (e.g., describing an action with the verb walk versus run) produce a different effect. Expanding- Distinguish how two different words with similar meaning (e.g., describing an action as walk versus march) produce shades of meaning and a different effect. Bridging- Distinguish how multiple different words with similar meaning (e.g., walk, march, strut, prance) produce shades of meaning and a different effect. ELD.P1.K.12-Selecting language resources Emerging- a. Retell texts and recount experiences using a select set of key words. b. Use a select number of general academic and domain-specific words to add detail (e.g., adding the word spicy

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Kindergarten

to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing. Expanding- a. Retell texts and recount experiences using complete sentences and key words. b. Use a growing number of general academic and domain-specific words in order to add detail or to create shades of meaning (e.g., using the word scurry versus run) while speaking and composing. Bridging- a. Retell texts and recount experiences using increasingly detailed complete sentences and key words. b. Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat’s fur was as white as snow) while speaking and composing.

Writing Standards

W.K.3 – Narratives 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.4 – Strengthen writing With the guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.7 – Research Participate in shared research and writing projects.

ELD.P1.K.10-Composing/writing Emerging- Draw, dictate, and write to compose very short literary texts (e.g., story) and informational texts (e.g., a description of a dog), using familiar vocabulary collaboratively in shared language activities with an adult (e.g., joint construction of texts), with peers, and sometimes independently. Expanding- Draw, dictate, and write to compose short literary texts (e.g., story) and informational texts (e.g., a description of dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and with increasing independence. Bridging- Draw, dictate, and write to compose longer literary texts (e.g., story) and informational texts (e.g., an information report on dogs), collaboratively with an adult (e.g., joint construction of texts), with peers, and independently using appropriate text organization. ELD.P2.K.6-Connecting ideas Emerging- Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so) in shared language activities guided by the teacher and sometimes independently. Expanding- Combine clauses in an increasing variety of ways to make connections between and join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked) in shared language activities guided by the teacher and with increasing independence. Bridging- Combine clauses in a wide variety of ways (e.g., rearranging complete simple sentences to form compound sentences) to make connections between and join ideas (e.g., The boy was hungry. The boy ate a sandwich. The boy was hungry so he ate a sandwich) in shared language activities guided by the teacher and independently.

Speaking and Listening Standards

SL.K.1 Collaborative conversations Participate in collaborative conversations with diverse partners about kindergarten topics and text with peers and adults in small and larger groups. SL.K.1a – Discussion rules Follow agreed-upon rules for discussion. SL.K.3 - Clarification Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6 – Audibly and clearly Speak audibly and express thoughts, feelings, and ideas clearly.

ELD.P1.K.1-Exchanging information and ideas Emerging- Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and simple phrases. Expanding- Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions. Bridging- Exchanging information and ideas Contribute to class, group, and partner discussions by listening attentively, following turn-taking rules, and asking and answering questions. ELD.P1.K.5-Listening actively

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Kindergarten

Emerging- Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and why- questions with oral sentence frames and substantial prompting and support. Expanding- Demonstrate active listening to read-alouds and oral presentations by asking and answering questions with oral sentence frames and occasional prompting and support. Bridging- Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.

History-Social Science Standards

HSS K.1.1 – Investigate and explore different rules Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

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Unit 1 Take a New Step - paramount.k12.ca.us · /m/ m (initial/final) /a/ a (initial/medial) /s/ s...

Documents

Transcript of Unit 1 Take a New Step - paramount.k12.ca.us · /m/ m (initial/final) /a/ a (initial/medial) /s/ s...