a correlation of - pearson...

A Correlation of

Scott Foresman Calle de la Lectura Kindergarten, ©2011

To

Kindergarten, ©2014

A Correlation of Scott Foresman Calle de la Lectura, ©2011 to ReadyGEN ©2014

Calle de la Lectura Reference Key K.6.2 Grade K Unit 6 Volume 2 2

Introduction

This document demonstrates how Calle de la Lectura, ©2011 content aligns to ReadyGEN, ©2014. Correlation page references are to the Calle de la Lectura Teacher’s Edition and are cited by grade, unit and volume. Scott Foresman Calle de la Lectura is a comprehensive reading program for Kindergarten through Grade Six that is built on solid research and prioritizes instruction for the five core areas of reading instruction for every grade: Phonemic Awareness, Phonics, Fluency, Vocabulary and Text Comprehension. Student Material Libro del estudiante (Student Edition) The student edition features high-quality, authentic literature organized around units that develop grade-level science and history/social science concepts. Each unit focuses on concept development to connect learning. Students explore one aspect of the unit concept each week, building deep and transferable understanding. Each week paired selections strengthen understanding in science and social studies. They also focus on genre and on new literacies for 21st century skill development. Four reading selections per week at grades 2.2-6 emphasize comprehension, vocabulary, and writing skills and offer opportunities for cross-textual reading in content areas. Envision It! and Words! provide additional practice with target skills and strategies in a visual format. Teacher’s Materials Mi biblioteca para la enseñanza (My Teaching Library Package) The cohesive design of this teacher resource library helps teachers deliver instruction in five critical areas: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Lessons support modeling, guided practice, and a teacher’s own teaching routine. The 13-volume set is stored in a convenient case that includes, the First Stop on Reading Street Teacher’s Edition, which explains the Calle de la Lectura research base, outlines the program’s scope and sequence, presents instruction routines for many skill strands, and provides helpful classroom management routines. A time-management aid and a built–in professional development feature are designed for teachers of all experience levels. All Teacher’s Resources are on DVD-ROM and online. ReadyGEN is a comprehensive, K-5 literacy curriculum of topically-related text sets and routines-based instruction. ReadyGEN is being created with the goal of equipping all teachers and students with the tools and practices necessary to meet the new expectations of the Common Core Standards and the Publisher’s Criteria. Lessons are designed on the principles of the gradual release of responsibility framework with the goal of building independent readers and writers. At the heart of ReadyGEN is a reciprocity between reading and writing to promote student thinking and understanding through citation of text-based evidence. Students are taught to carefully analyze and synthesize sources, write to sources, and defend claims.



Table of Contents

Unit 1, Living Together: This is Home ..................................................................... 4 Unit 2, Understanding Then and Now ................................................................... 11 Unit 3, Predicting Change ..................................................................................... 15 Unit 4, Learning about Each Other and the World ................................................ 19 Unit 5, Knowing about Patterns and Structures ................................................... 23 Unit 6, Exploring Communities ............................................................................. 27



ReadyGEN, ©2014 Kindergarten

Scott Foresman Calle de la Lectura, ©2011

Kindergarten Unit 1 Living Together: This is Home MODULE A PBA Description Task: Comings and Goings: Home Children will choose one animal from Make Way for Ducklings or A House for Hermit Crab. Then they will write a story using a combination of drawing, dictating, and writing to narrate a single event about the animal coming and going from its home.

The following material will help students complete the Performance-Based Assessment: Writing: Story/fantasy with animals, K.2.2: 340–341, 358–369, K.3.2: 340–341,357–373

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Make Way for Ducklings by Robert McCloskey 630L Supporting Text (Text Collection): Literary Text A House for Hermit Crab by Eric Carle 480L Poetry “Ducks Quack Me Up” by Charles Ghigna “Sea Creatures” by Meish Goldish Resources “A New Home for Hermit Crab” by Jeanne Bendick

The selections in Unit 6 explore the building and variety of human and animal homes. Construyo con papá, (informational fiction about a father building his son’s new school) K.6.1: 7–106 El nuevo hogar de los siete cabritos, (animal fantasy about a family of goats designing and building a new home) K.6.1: 107–206 Castores constructores (expository nonfiction about how beavers build their homes) K.6.1: 207–306 Las hormigas y sus hormigueros, (expository nonfiction about how ants build their ant colonies) K.6.2: 505–604





Kindergarten Goals Readers will identify characters, settings and major events in stories. RL.K.3 Writers will be able to identify characters, setting and major events in their own writing using a combination of drawing, dictating, and writing. W.K.3 Learners will recognize the importance of “home” to every living thing.

Readers Character, K.1.1: 26–27, 42, 58, 93, DL8, K.1.2: 410–411, 426, 472, K.3.2: 386, 391, K.4.2: 324–325, 340, 347, 356, 384, 398–399, K.6.1: 126–127, 142, 144, 158, 186, 200–201; Setting, K.1.1: 118−119, 134, 136, 174, 188−189, K.3.1: 126−127, 142, 144, 158, 186, 191, 200−201, DL9, K.4.2: 384, 520−521, 536, 538, 543, 584; Plot, K.3.2: 324−325, 340, 342, 347, 356, 386, 391, 400−401, 582, 587, K.6.2: 326−327, 342, 344, 349, 358, 388, 393, 402−403 Writers Writing: narration, K.2.2: 385, 425, K.3.1: 29, 203, K.3.2: 389, 429, K.4.1: 87, K.4.2: 427, K.5.2: 429 Learners Pregunta de la semana: ¿Que se necessita para construir una casa? (What is needed to build a house? K.6.1: 107, 116–117, 132–133, 150–151, 180–181, 192–193, 204 Castores constructores (Beavers building their home), K.6.1: 207–306 Pregunta de la semana: ¿Cómo construyensus homigueros las hamigas? (How do ants build their nests?), K.6.2: 505, 514–515, 530–531, 548–549, 576–577, 600





Kindergarten Big Idea Home Environments

Pregunta de la semana: ¿Que se necessita para construir una casa? (What is needed to build a house? K.6.1: 107, 116–117, 132–133, 150–151, 180–181, 192–193, 204 Castores constructores (Beavers building their home), K.6.1: 207–306 Pregunta de la semana: ¿Por qué es importante construir una casa flerte y segura? (Why is it important to build a Strong and safe house?), K.6.2: 409, 418–419, 434–435, 452–453, 478–479, 490, 502 ¡Extiende su dia! Ciencas (Science: A Plan Before Building [House Plans]), K.6.2: 433





Kindergarten Enduring Understandings Readers understand that there is a relationship between illustrations and words. RL.K.7 Writers understand that pictures and words in a sequence help tell a story. W.K.3 Learners understand that home is an important concept to all living species.

Readers Use Illustrations, K.1.1: 42, 134, 230; K.2.2: 340, 438, 536; K.3.1: 142, 242, K.3.2: 340, 536; K.4.1: 42, 140, 242, K.4.2: 340, 536; K.5.1: 42, 246, K.5.2: 342; K.6.1: 42, 242, K.6.2: 342 Writers Writing: stories, K.1.2: 561, K.2.2: 327, 523, 540, 567, 581, K.4.2: 387, 401, K.6.2: 391, K.4.2: 327, K.2.2: 469, K.5.1: 73 Learners Animales bebé de las praderas (Animals of the grasslands), K.2.2: 205–304 Castores constructores (Beavers building their home), K.6.1: 207–306 Enseñanza diferenciada: Librito de lectura independiente: De una cajá una casa (Children build a playhouse), K.6.2: ED-43 Pregunta de la semana: ¿Cómo construyensus homigueros las hamigas? (How do ants build their nests?), K.6.2: 505, 514–515, 530–531, 548–549, 576–577, 600





Kindergarten MODULE B PBA Description Task: A Special Home Children will select one animal or plant from Life in a Pond or A Bed for the Winter and explain which home is best. Children will use a combination of drawing, writing, and dictating to explain why this home would be best for their chosen animal or plant.

The following material will help students complete the Performance-Based Assessment: Castores constructores (Beavers building their home), K.6.1: 207–306 Pregunta de la semana: ¿Cómo construyensus homigueros las hamigas? (How do ants build their nests?), K.6.2: 505, 514–515, 530–531, 548–549, 576–577, 600

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Life in a Pond by Carol K. Lindeen 310L Supporting Text (Text Collection): Informational Text A Bed for the Winter by Karen Wallace 240L Poetry “Daddy Fell into the Pond” by Alfred Noyes “Deer Mouse” by Aileen Fisher

The following texts involve nature and animals. Espía de la naturaliza (Exploring nature through a nonfiction selection) K.2.1: 105–204 La pequeña panda (The small panda) K.2.3: 7–106 Castores constructores (expository nonfiction about how beavers build their homes) K.6.1: 207–306 Las hormigas y sus hormigueros, (expository nonfiction about how ants build their ant colonies) K.6.2: 505–604





Kindergarten Goals Readers will identify the main topic and retell key details from informational texts. RI.K.2 Writers will create a pictorial and/or written explanation of an environment they know about. W.K.2 Learners will identify different environments and the benefits to their inhabitants.

Readers Main Idea, K.2.1: 224−225, 229, 240, 242, 247, 256, 277, 284; K.3.1: 86; K.3.2: 596−597 Writers Description, K.2.1: 87, 127, 187, K.4.1: 273; Directions, K.4.1: 73 Learners Espía de la naturaliza (Exploring nature through a nonfiction selection), K.2.1: 105–204 Animales bebé de las praderas (Animals of the grasslands), K.2.2: 205–304

Big Idea Home Environments

¡Extiende su dia! Ciencas (Science: Observing Plants and Animals), K.2.1: 147 ¡Extiende su dia! Comprehensión (Comprehension: Favorite Places), K.2.1: 147 Pregunta de la semana: ¿Qué animales viven en las praderas? (What animals live in the grasslands? K.2.1: 205, 214–215, 230–231, 248–249, 278–279, 290, 302 ¡Extiende su dia! Ciencas (Science: Animals of the Grasslands), K.2.1: 303





Kindergarten Enduring Understandings Readers understand that asking and answering questions help a reader get information from a text. RI.K.1 Writers understand that writers compose text with different purposes in mind. W.K.2 Learners understand that environmental challenges can affect a living species ability to survive and thrive.

Readers Asking and Answering Questions, K.2.1: 42−43, 85, 240−241, 258−271, 285; K.4.2: 440−441, 457−467, 481; K.5.1: 140−141, 158−177, 191, K.5.2: 442−443, 460−471; K.6.1: 242−243, 259−273, 287; K.6.2: 540−541, 558−569, 583 Writers Invitation, K.1.1: 163, K.3.1: 175, K.5.2: 473; How-to report, K.5.2: 544, 573, 587; Directions, K.4.1: 73 Learners Espía de la naturaliza (Exploring nature through a nonfiction selection), K.2.1: 105–204 La pequeña panda (The small panda), K.2.3: 7–106





Kindergarten Unit 2 Understanding Then and Now MODULE A PBA Description Task: Change Children will identify one “then and now” example from The Little House or Four Seasons Make a Year and draw or write about it. Then they will do the same with their own example of “Then I…” and “Now I…” Children will create a time line of their own experiences and share details of them with illustrations and some text.

The following material will help students complete the Performance–Based Assessment: Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427 Pregunta de la semana: ¿Qué cosas novas puedes hace a medida que creces? (What new things can you do as you get older?), K.3.1: 116, 132, 150, 180, 192

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text The Little House by Virginia Lee Burton 890L Supporting Text (Text Collection): Literary Text Four Seasons Make a Year by Anne Rockwell 690L Poetry “Houses” by Aileen Fisher “Seasons of the Year” by Meish Goldish

La pequeña panda (nonfiction about how a panda changes in its first year of life) K.3.1: 7–106 El secreto de Oscar (animal fantasy about changes in the people we know) K.3.2: 305–406

Goals Readers will recognize the author and illustrator of texts. RL.K.6 Writers will tell, write, and draw about life then and now. W.K.3 Learners will explore the differences between past and present, then and now.

Readers Before reading strategies: use illustrations, K.1.1: 42, 134, 230, K.2.2: 340, K.3.1: 142, 242, K.3.2: 340, 442, 540; Parts of a book: title, K.1.2: 426, 528, K.2.1: 140, K.2.v2: 438, K.3.1: 142, K.3.2: 340, 442, K.4.1: 42, 140, K.4.2: 340, 440, K.5.1: 42, 246, K.5.2: 342, 442, K.6.1: 42, 242, K.6.2: 342, 540 Writers Writing: compare and contrast, K.3.1: 287, K.3.2: 487; Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427 Learners Antes y ahora (nonfiction about how things today are different than they were long ago), K.3.2: 407–504





Kindergarten Big Idea Change Pregunta de la semana: ¿Qué diferencias

hay entre la vida de hoy y la de hace cientos de años? (How is life today different from what it was hundreds of years ago?), K.3.1: 216, 232, 250, 278, 290

Enduring Understandings Readers understand the connection between the illustrations and words. RL.K.7 Writers understand that illustrations and words are used to narrate an event and tell a story. W.K.3 Learners understand that there are similarities and differences between then and now.

Readers Before reading strategies: use illustrations, K.4.1: 42, 140, 242, K.4.2: 340, 536, K.5.1: 42, 140, 246, K.5.2: 342, 442, 540, K.6.1: 42, 142, K.6.2: 342, 444 Writers Historical fiction, K.3.1: 242–243, 260–271, 285; Story/fantasy with animals, K.2.2: 340–341, 358–369, K.3.2: 340–341, 357–373, K.4.1: 42, 59–71, 140, 157–173, K.4.2: 340–341, 358–371, K.5.1: 42, 60–71, 85, K.6.1: 142, 159–173, K.6.2: 342, 360–375 Learners Pregunta de la semana: ¿Qué diferencias hay entre las cosas que usamos hoy y las que usabamos hace tiempo? (How are things we use today different from things we used long ago?), K.3.2: 416, 432, 450, 478, 490





Kindergarten MODULE B PBA Description Task: Life on the Farm Based on what they learned from reading Century Farm, children will compare living on a farm today to living on a farm 100 years ago. Using a graphic organizer, children will draw and write what is similar and different. Children will then draw and write to support their opinion to the following question: Would you like to live on a farm? Why or why not?

The following material will help students complete the Performance–Based Assessment: Writing: compare and contrast, K.3.1: 287, K.3.2: 487 Pregunta de la semana: ¿Qué diferencias hay entre la vida de hoy y la de hace cientos de años? (How is life today different from what it was hundreds of years ago?), K.3.1: 216, 232, 250, 278, 290

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Century Farm by Cris Peterson 880L Supporting Text (Trade Book): Informational Text Life at Home (Then and Now) by Vicki Yates 330L Poetry “Grandpa’s Stories” by Langston Hughes “Children of Long Ago” by Lessie Jones Little

La visita de George Washington (historical fiction set in Colonial America) K.3.1: 260–271 Antes y ahora (nonfiction about how things today are different than they were long ago) K.3.2: 407–504

Goals Readers will practice asking and answering questions about pictures and illustrations in stories. RI.K.1 Writers will draw, dictate, and write about life then and now. W.K.1 Learners will discover that the lives of people in the past were similar to and different than they are today.

Readers Before reading strategies: use photographs, K.2.1: 42, 140, 240, K.3.1: 42, K.4.2: 440, K.6.1: 242, K.6.2: 540 Writers Writing: compare and contrast, K.3.1: 287, K.3.2: 487; Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427 Learners Pregunta de la semana: ¿Qué diferencias hay entre la vida de hoy y la de hace cientos de años? (How is life today different from what it was hundreds of years ago?), K.3.1: 216, 232, 250, 278, 290





Kindergarten Big Idea Change Pregunta de la semana: ¿Qué cosas novas

puedes hace a medida que creces? (What new things can you do as you get older?), K.3.1: 116, 132, 150, 180, 192 Luna, Lunita, Lunera (realistic fiction about getting older and growing), K.3.2: 407–504

Enduring Understandings Readers understand that asking questions enables a reader to gain information from a text. RI.K.1 Writers understand that they can express an opinion through writing, dictating, and drawing. W.K.1 Learners understand that there are similarities and differences between then and now.

Readers Before reading strategies: use prior knowledge and predictions, K.1.1: 42, 134, 230, K.1.2: 326, 426, 528, 544, K.2.2: 340, 438, 536, K.3.1: 42, 142, 242, K.3.2: 340, 442, 540 Writers Persuasive statement, K.3.1: 273; Written response to literature, K.1.1: 44, 136, 232, K.1.2: 430, 532, K.2.2: 342, 344, 440, 442, K.3.1: 44, 46, 144, 146, 244, 246 Learners Pregunta de la semana: ¿Qué diferencias hay entre las cosas que usamos hoy y las que usabamos hace tiempo? (How are things we use today different from things we used long ago?), K.3.2: 416, 432, 450, 478, 490





Kindergarten Unit 3 Predicting Change MODULE A PBA Description Task: Change Stories Children will draw, dictate, or write a story in which something changes for a character or for themselves, using the main character in Come On, Rain! as an example.

The following material will help students complete the Performance–Based Assessment: Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427; Adventure story, K.4.2: 387, 401, K.6.2: 391

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text Come On, Rain! by Karen Hesse 780L Supporting Text (Text Collection): Literary Text The Snowy Day by Ezra Jack Keats 500L Poetry “Spring Rain” by Marchette Chute “Listen” by Margaret Hillert

Las flores (nonfiction text about flowers) K.2.1: 7–104 Espía de la naturaleza (nonfiction about observing nature closely) K.2.1: 105–204

Goals Readers will, with support, identify and compare characters, settings, and major events in a story. RL.K.3 Writers will create a sequenced narrative and include a reaction to the event. W.K.3 Learners will identify reactions and make close observations of change.

Readers Settings, K.1.1: 118-119, 134, 136, 174, 188-189, K.1.2: D1.10, K.2.1: 124-125, 140, 142, 156, 184, 198-199; Characters, K.1.1: 26–27, 42, 58, 93, DL8, K.1.2: 410–411, 426, 472, K.3.2: 386, 391; Plot, K.3.1: 126-127, 142, 144, 158, 186, 200-201, DL9, K.3.2: 324-325, 340, 342, 347, 356, 386, 400-401, 582 Writers Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427 Learners Espía de la naturaleza (nonfiction about observing nature closely), K.2.1: 105–204 Pregunta de la semana: ¿Qué podemos aprender sobre la naturaleza cuando la observamos de cerca? (What can we learn from nature when we look closely? K.2.1: 105, 130, 190





Kindergarten Big Idea Changing Weather ¡Mayday! ¡Mayday! (nonfiction about the

kinds of transportation that help us in an emergency), K.5.1: 105–210 Si pudieras ir a la Antártida (nonfiction about Antarctica), K.4.2: 457–467

Enduring Understandings Readers understand that characters have different experiences in texts and react in different ways. RL.K.3 Writers understand that stories contain sequenced events and include character reactions to the events. W.K.3 Learners understand that we can use observations and ask questions to predict change.

Readers Characters, K.3.2: 386, 391, K.4.2: 324–325, 340, 347, 356, 384, 398–399, K.6.1: 126–127, 142, 144, 158, 186, 200–201, DL9 Writers Story, K.1.2: 561, K.2.2: 327, 523, 540, 567, 581, K.4.2: 327, 387, 401, K.6.2: 391 Learners Pregunta de la semana: ¿Qué podemos aprender sobre la naturaleza cuando la observamos de cerca? (What can we learn from nature when we look closely? K.2.1: 105, 130, 190





Kindergarten MODULE B PBA Description Task: Weather Forecast Children will pretend that they are a weather forecaster. They will use what they learned from What Will the Weather Be? and Weather Words and What They Mean to draw, dictate, and write to explain a forecast.

The following material will help students complete the Performance–Based Assessment: Pregunta de la semana: ¿Qué podemos aprender sobre la naturaleza cuando la observamos de cerca? (What can we learn from nature when we look closely? K.2.1: 105, 130, 190

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text What Will the Weather Be? by Lynda DeWitt 500L Supporting Text (Trade Book): Informational Text Weather Words and What They Mean by Gail Gibbons 450L Poetry “Weather Together” by Lillian M. Fisher “Weather” by Meish Goldish

¡Mayday! ¡Mayday! (nonfiction about the kinds of transportation that help us in an emergency) K.5.1: 105–210 Si pudieras ir a la Antártida (nonfiction selection about Antarctica) K.4.2: 405–500

Goals Readers will practice asking and answering questions about new information they are learning. RI.K.1 Writers will compose informational/explanatory text by drawing, dictating, or writing. W.K.2 Learners will use and share observations of weather to describe patterns over time.

Readers Before reading strategies: use prior knowledge and predictions, K.4.1: 42, 140, 242, K.4.2: 340, 440, 536, K.5.1: 42, 140, 246, K.5.2: 342, 442, 540, K.6.1: 42, 142, 242, K.6.2: 342, 444, 540 Writers Informational writing, K.5.2: 544, 573, 587, K.6.2: 527, 571 Learners Si pudieras ir a la Antártida (nonfiction selection about Antarctica), K.4.2: 405–500





Kindergarten Big Idea Changing Weather Pregunta de la semana: ¿Qué podemos

aprender sobre la naturaleza cuando la observamos de cerca? (What can we learn from nature when we look closely? K.2.1: 105, 130, 190

Enduring Understandings Readers understand that asking questions helps them understand the text. RI.K.1 Writers understand that Writers have a purpose for writing. W.K.2 Learners understand that asking and answering questions leads to new information.

Readers Before reading strategies: use prior knowledge and predictions, K.1.1: 42, 134, 230, K.2.2: 340, 438, 536, K.3.1: 42, 142, 242, K.3.2: 340, 442, 540, K.4.1: 42, 140, 242, K.4.2: 340, 440, 536 Writers Purpose for writing, K.3.1: 175, 287, K.4.2: 589, 603, K.5.1: 73, 87, K.6.2: 542 Learners Establish a purpose for reading, K.1.1: 42, 134, 230, K.2.2: 340, 438, 536, K.3.1: 42, 142, 242, K.3.2: 340, 442, 540, K.4.1: 42, 140, 242, K.4.2: 340, 440, 536, K.5.1: 42, 140, 246, K.5.2: 342, 442, 540, K.6.1: 42, 142, 242, K.6.2: 342, 444, 540





Kindergarten Unit 4 Learning About Each Other and the World MODULE A PBA Description Task: Retell and Extend The stories in this unit depict the traditions, family activities, and unique experiences of characters from different cultures. Children will select a family experience from I Love Saturdays y domingos that reflects the unique cultural background of the girl’s grandparents. Children will imagine what happens next in the family experience.

The following material will help students complete the Performance–Based Assessment: Story, K.1.2: 561, K.2.2: 327, 523, 540, 567, 581 Pregunta de la semana: ¿Qué cosas unen a la familia? (What brings a family closer together?), K.1.2: 300, 316, 334, 364, 376

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text I Love Saturdays y domingos by Alma Flor Ada 510L Supporting Text (Text Collection): Literary Text Apple Pie 4th of July by Janet S. Wong 730L Poetry “Grandmas and Grandpas” by Mary Ann Hoberman “The Crayon Box that Talked” by Shane DeRolf

Las empanadas que hace la abuela (Realistic fiction about what traditions bring a family closer together) K.1.2: 291–390 Abuela (fantasy about a girl’s adventures with her grandmother) K.4.2: 501–606

Goals Readers will compare and contrast characters and their experiences in stories. RL.K.3, RL.K.9 Writers will use pictures and words to narrate a story depicting an experience. W.K.3 Learners will explore how cultures blend in families and communities.

Readers Character, K.1.1: 26–27, 42, 58, 93, DL8, K.1.2: 410–411, 426, 472, K.3.2: 386, 391 Writers Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427 Learners Las empanadas que hace la abuela (Realistic fiction about what traditions bring a family closer together), K.1.2: 291–390 Abuela (fantasy about a girl’s adventures with her grandmother), K.4.2: 501–606





Kindergarten Big Idea Culture Pregunta de la semana: ¿Cómo viajamos

en distintas partes del mundo? (How do we travel in different parts of the world?), K.5.2: 416, 432, 450, 478, 490 ¡En marcha! (nonfiction about different modes of travel used around the world), K.5.2: 407–504

Enduring Understandings Readers understand that characters have similar experiences in different stories. RL.K.3 Writers understand that narratives are based on real or imaginary experiences. W.K.3 Learners understand that families and communities from different cultures share characteristics and experiences.

Readers Character, K.4.2: 324–325, 340, 347, 356, 384, 398–399, K.6.1: 126–127, 142, 144, 158, 186, 200–201, DL9 Writers Fantasy/story with animals, K.4.2: 327; Story, K.1.2: 561, K.2.2: 327, 523, 540, 567, 581; Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427 Learners Pregunta de la semana: ¿Qué cosas unen a la familia? (What brings a family closer together?), K.1.2: 300, 316, 334, 364, 376





Kindergarten MODULE B PBA Description Task: My Land, Our Land Children will examine a world map and consider the lands that they learned about in this unit. They will choose a land that they read about in One Land, Many Cultures or Clothes in Many Cultures and create a page with information about that land.

The following material will help students complete the Performance–Based Assessment: Informative article/text, K.2.1: 42–43, 60–71, 240–241, 258–271, K.4.2: 457–467, K.5.1: 140, 158–177, 191, K.5.2: 442, 460–471, K.6.1: 242–243, 259–273

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text One Land, Many Cultures by Maureen Picard Robins 350L Supporting Text (Text Collection): Informational Text Clothes in Many Cultures by Heather Adamson 520L Poetry “Kids” by Bobbi Katz “It’s a Small World” by Richard M. and Robert B. Sherman

¡En marcha! (nonfiction about different modes of travel used around the world) K.5.2: 407–504 Las empanadas que hace la abuela (Realistic fiction about what traditions bring a family closer together) K.1.2: 291–390 Abuela (fantasy about a girl’s adventures with her grandmother) K.4.2: 501–606

Goals Readers will compare features of different texts on the same topic. RI.K.9 Writers will dictate, draw, and write about experiences from different cultures. W.K.2 Learners will discover what makes cultures unique and what makes them similar.

Readers Compare and Contrast, K.2.1: 26-27, 42, 44, 58, 84, 98-99, 284, K.3.1: 26-27, 42, 44, 58, 86, 100-101, 284, 289, DL8 Writers Story, K.1.2: 561, K.2.2: 327, 523, 540, 567, 581; Personal experience, K.2.2: 385, 425, K.4.1: 87, K.4.2: 427 Learners Pregunta de la semana: ¿Cómo viajamos en distintas partes del mundo? (How do we travel in different parts of the world?), K.5.2: 416, 432, 450, 478, 490 ¡En marcha! (nonfiction about different modes of travel used around the world), K.5.2: 407–504





Kindergarten Big Idea Culture Pregunta de la semana: ¿Qué cosas unen a

la familia? (What brings a family closer together?), K.1.2: 300, 316, 334, 364, 376 Las empanadas que hace la abuela (Realistic fiction about what traditions bring a family closer together), K.1.2: 291–390

Enduring Understandings Readers understand that books on the same topic have similar and different features. RI.K.9 Writers understand that explanatory texts contain information to give readers an understanding of a topic. W.K.2 Learners understand that learning about people’s traditions helps us understand their culture.

Readers Compare and Contrast, K.5.1: 230-231, 246, 248, 253, 262, 286, 291, 300-301, DL10, K.6.1: 26-27, 42, 44, 58, 79, 86, 91, 100-101, DL8, K.6.2: 582 Writers Report, K.5.2: 544, 573, 587, K.6.2: 527, 571 Learners Pregunta de la semana: ¿Cómo viajamos en distintas partes del mundo? (How do we travel in different parts of the world?), K.5.2: 416, 432, 450, 478, 490 ¡En marcha! (nonfiction about different modes of travel used around the world), Donna Latham, K.5.2: 407–504





Kindergarten Unit 5 Knowing about Patterns and Structures MODULE A PBA Description Task: My Favorite Book Children will respond to questions that ask them to decide which story about plants they liked better. Children will use examples from the anchor and supporting texts, The Tiny Seed and Jack’s Garden, to support their opinions.

The following material will help students complete the Performance–Based Assessment: Respond to Literature, K.5.1: 44, 46, 142, 144, 248, 250, K.5.2: 344, 346, 444, 446, 542, K.6.1: 46, 144, 146, 244, K.6.2: 344

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text The Tiny Seed by Eric Carle 400L Supporting Text (Text Collection): Literary Text Jack’s Garden by Henry Cole 20L Poetry “The Seed” by Aileen Fisher “Green Plants” by Meish Goldish

Pregunta de la semana: ¿Por qué decimos que las flores son únicas? (How are flowers unique?) K.2.1: 7, 16, 32, 50, 78, 90 Las flores (Nonfiction about flowers) K.2.1: 7–104 Espía de la naturaleza (Nonfiction selection about observing nature) K.2.1: 105–204 Ciensas: Características de las plantas (Science: plant characteristics) K.4.1: 103

Goals Readers will recognize that literary texts have different structures and patterns. RL.K.5 Writers will, through a combination of dictating, drawing, and writing, compose an opinion about a text. W.K.1 Learners will recognize patterns in literary structures.

Readers Poetry, K.3.1: 98–99; Informative Text, K.5.2: 442, 460–471; K.6.1: 242–243, 259–273; Fable, K.2.1: 96–97, Realistic Ficiton, K.1.1: 134–135, 151–161; K.2.2: 438–439, 456–467; Folktale, K.1.2: 584–585, K.2.1: 296–297 Writers Response to Literature, K.1.1: 44, 136, 232, K.1.2: 430, 532, K.2.2: 342, 344, 440, 442 Learners Fairy Tale, K.2.1: 196–197, K.2.2: 536, 554–565, K.3.1: 198–199, K.5.2: 596–597; Myth, K.1.1: 90–91





Kindergarten Big Idea Structures and Patterns Introduce Genre, K.1.1: 42, 134, 230;

K.1.2: 326, 426, 528; K.2.1: 42, 140, 240; K.2.2: 340, 438, 536; K.3.1: 42, 142, 242; K.3.2: 340, 442, 540

Enduring Understandings Readers understand that different text types have different structures and patterns. RL.K.5 Writers understand that opinion writing expresses preferences by the author. W.K.1 Learners understand that patterns are found in literary structures.

Readers Expository Text, K.1.1: 186–187, K.2.2: 590–591, K.3.2: 594–595; Fairy Tale, K.2.1: 196–197, K.2.2: 536, 554–565, K.3.1: 198–199, K.5.2: 596–597; Instructions, K.4.1: 296–297; Myth, K.1.1: 90–91 Writers Persuasive Statement, K.3.1: 273; Response to Literature, K.3.2: 342, 344, 444, 446, 542, K.4.1: 44, 46, 142, 144, 244, 246 Learners Introduce Genre, K.5.1: 42, 140, 246; K.5.2: 342, 442, 540; K.6.1: 42, 142, 242; K.6.2: 342, 444, 540





Kindergarten MODULE B PBA Description Task: Did You Know? Children will research patterns in nature using Plant Patterns and Swirl by Swirl: Spirals in Nature. Children will then write their own Did You Know? books about “Patterns in Nature” that include information learned from their research. Children will add their own drawings or other visuals, including original photographs and online images. These visuals will strengthen their writing by providing additional details about how patterns exist in nature (such as spider webs, butterfly wings, animal stripes, etc.).

The following material will help students complete the Performance–Based Assessment: ¡Extiende su dia! Ciencas (Science: Mural of Many Plants), K.2.1: 31; Observe Plants and Animals, K.2.1: 49

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Plant Patterns by Nathan Olson 740L Supporting Text (Text Collection): Informational Text Swirl by Swirl: Spirals in Nature by Joyce Sidman 330L Poetry “Rainbow” by Meish Goldish “Zigzag” by Loris Lesynski

Las flores (Nonfiction about flowers) K.2.1: 7–104 Espía de la naturaleza (Nonfiction selection about observing nature) K.2.1: 105–204

Goals Students will determine the main topic of an informational text. RI.K.2 Students will write a Did You Know? book that includes information learned through the anchor text and supporting text. W.K.2 Learners will explore patterns in nature.

Readers Main Idea and Details, K.2.1: 224−225, 229, 240, 242, 247, 256, 277, 284; K.3.1: 86 Writers Compare and Contrast, K.4.1: 287; K.3.2: 487; Report, K.6.2: 527, 571; Description, K.2.1: 87, 127, 187, K.4.1: 273 Learners ¡Extiende su dia! Ciencas (Science: Mural of Many Plants), K.2.1: 31; Observing Plants and Animals, K.2.1: 147; A Closer Look, K.2.1: 189





Kindergarten Big Idea Structures and Patterns Pregunta de la semana: ¿Qué podemos

aprendaer sobre la naturaleza cuando la observamos de cerca? (What can we learn about nature when we look closely?). K.2.1: 105, 114, 130, 148, 178, 190 ¡Extiende su dia! Ciencas (Science: Observing Plants and Animals), K.2.1: 147; A Closer Look, K.2.1: 189

Enduring Understandings Readers understand that texts contain a main idea and details that support it. RI.K.2 Writers understand that informational texts include information about a topic that can be developed through research. W.K.7 Learners understand that there are different kinds of patterns in nature.

Readers Main Idea and Details, K.3.2: 524–525, 540, 542, 556, 582, 596–597; K.4.2: 480; K.5.2: 498–499 Writers Report, K.6.2: 527, 571; Description, K.2.1: 87, 127, 187, K.4.1: 273; Compare and Contrast, K.4.1: 287; ¡Extiende su dia! Social Studies, K.1.1: 31; Science: K.1.1: 71 Learners Pregunta de la semana: ¿Qué podemos aprender sobre la naturaleza cuando la observamos de cerca? (What can we learn about nature when we look closely?). K.2.1: 105, 114, 130, 148, 178, 190





Kindergarten Unit 6 Exploring Communities MODULE A PBA Description Task: Book Review Based on readings of On the Town: A Community Adventure and Places in My Neighborhood as well as independent texts, children will create a book review of one of these texts using a combination of drawing and writing. The product will include the child’s opinion of the book as well as an illustrated cover. This project will also include a recommendation to one or two specific people about why this reader would like the book.

The following material will help students complete the Performance–Based Assessment: Response to literature (written), K.1.1: 44, 136, 232, K.1.2: 430, 532, K.2.2: 342, 344, 440, 442, K.3.1: 44, 46, 144, 146, 244, 246, K.3.2: 342, 344, 444, 446, 542

Anchor and Supporting Texts Anchor Text (Trade Book): Literary Text On the Town: A Community Adventure by Judith Caseley 690L Supporting Text (Text Collection): Informational Text Places in My Neighborhood by Shelly Lyons IG470L Poetry “Our Block” by Lois Lenski “This Is My Community” by Carlos Elliot

Construyo con papá (informational fiction about a father building his son’s new school) K.6.1: 7–106 Pregunta de la semana: ¿Qué construyen juntos los amigos? (What can friends build together?) K.6.2: 316, 332, 350, 382, 394





Kindergarten Goals Readers will, with support, identify and compare characters, settings, and major events in a story. RL.K.3 Writers will, through a combination of dictating, drawing, and writing, compose an opinion about a text. W.K.1 After reading a literary and an informational text on the same topic, Learners will draw and write about ways people participate in their neighborhoods and communities.

Readers Character, K.1.1: 26–27, 42, 58, 93, DL8, K.1.2: 410–411, 426, 472, K.3.2: 386, 391; Setting, K.1.1: 118−119, 134, 136, 174, 188−189, K.3.1: 126−127, 142, 144, 158, 186, 191, 200−201, DL9; Plot, K.3.2: 324−325, 340, 342, 347, 356, 386, 391, 400−401, 582, 587 Writers Response to literature (written), K.4.1: 44, 46, 142, 144, 244, 246, K.4.2: 342, 344, 444, 540, 544, K.5.1: 44, 46, 142, 144, 248, 250, K.5.2: 344, 346, 444, 446, 542, K.6.1: 46, 144, 146, 244, K.6.2: 344 Learners Construyo con papá (informational fiction about a father building his son’s new school), K.6.1: 7–106

Big Idea Communities Pregunta de la semana: ¿Cómo se

construye una escuela? (How is a school built?). K.2.1: 16, 32, 50, 80, 92

Enduring Understandings Readers understand that characters experience the major events in a story. RL.K.3 Writers understand that they can express an opinion through writing, dictating, and drawing. W.K.1 Learners understand that people participate in their communities in a variety of important ways.

Readers Character, K.4.2: 324–325, 340, 347, 356, 384, 398–399, K.6.1: 126–127, 142, 144, 158, 186, 200–201 Writers Persuasive statement, K.3.1: 273; Response to literature (written), K.4.1: 44, 46, 142, 144, 244, 246, K.4.2: 342, 344, 444, 540, 544, K.5.1: 44, 46, 142, 144, 248, 250, K.5.2: 344, 346, 444, 446, 542, K.6.1: 46, 144, 146, 244, K.6.2: 344 Learners Construyo con papá (informational fiction about a father building his son’s new school), K.6.1: 7–106





Kindergarten MODULE B PBA Description Task: City Travel Brochure In this unit, children have learned about a city community and its parts, from homes to schools to libraries to stores and other businesses. Using information from the anchor and supporting texts, Neighborhood Walk: City and Messenger, Messenger, and their own words and pictures, children will create a travel brochure that entices others to visit or consider living in the city.

The following material will help students complete the Performance–Based Assessment: Pregunta de la semana: ¿Qué tipo de aventuras puedes tener en la ciudad? (What kind of adventures can you have in the city?) K.4.2: 510, 526, 544, 578, 590

Anchor and Supporting Texts Anchor Text (Trade Book): Informational Text Neighborhood Walk: City by Peggy Pancella IG620L Supporting Text (Trade Book): Literary Text Messenger, Messenger by Robert Burleigh (NP) Poetry “Sing a Song of Cities” by Lee Bennett Hopkins “Manhattan Lullaby” by Norma Farber “Skyscraper” by Dennis Lee

Students explore the lives of people making a difference: Construyo con papá (informational fiction about a father building his son’s new school) K.6.1: 7–106 ¡En marcha! (nonfiction about different modes of travel used around the world) K.5.2: 407–504

Goals Readers will practice asking and answering questions about details in the text. RL.K.1, RI.K.1 Writers will, through a combination of dictating, drawing, and writing support an opinion. W.K.1 After reading a literary and an informational text on the same topic, Learners will explore what people and places in a city community are important, and why they are important.

Readers Response to literature, K.1.1: 44, 136, 232, K.1.2: 430, 532, K.2.2: 342, 344, 440, 442, K.3.1: 44, 46, 144, 146, 244, 246, K.3.2: 342, 344, 444, 446, 542 Writers Persuasive statement, K.3.1: 273 Learners Pregunta de la semana: ¿Cómo se construye una escuela? (How is a school built?). K.2.1: 16, 32, 50, 80, 92 Construyo con papá (informational fiction about a father building his son’s new school), K.6.1: 7–106





Kindergarten Big Idea Cities Pregunta de la semana: ¿Qué tipo de

aventuras puedes tener en la ciudad? (What kind of adventures can you have in the city?) K.4.2: 510, 526, 544, 578, 590

Enduring Understandings Readers will understand that asking questions before, during, and after reading helps Readers make meaning. RL.K.1, RI.K.1 Writers will understand that writing is a way to convey one’s own preferences. W.K.1 Learners understand that cities are made up of neighborhoods where people live, work, and have fun together.

Readers Before reading strategies: use prior knowledge and predictions, K.1.1: 42, 134, 230, K.1.2: 326, 426, 528, 544, K.2.2: 340, 438, 536, K.3.1: 42, 142, 242, K.3.2: 340, 442, 540 Writers Response to literature, K.4.1: 44, 46, 142, 144, 244, 246, K.4.2: 342, 344, 444, 540, 544, K.5.1: 44, 46, 142, 144, 248, 250, K.5.2: 344, 346, 444, 446, 542, K.6.1: 46, 144, 146, 244, K.6.2: 344 Learners Pregunta de la semana: ¿Qué tipo de aventuras puedes tener en la ciudad? (What kind of adventures can you have in the city?) K.4.2: 510, 526, 544, 578, 590

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