k unit 1 - trentonk12.org · web viewkindergarteners will be able to identify and use word...

UNIT 1

Grade level: Kindergarten District-Approved Text: Rigby, On Our Way to English

Stage 1 – Desired ResultsEnduring Understanding:

Details are parts of the story that help readers to understand a story. Asking and responding to questions about the important details in a story supports understanding of literary text.

Essential Questions: What is a detail? How does asking and answering questions about details from the text help the reader while reading?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life

Standards Student Learning Objectives (SLO)Content Objective (CO)

Language Objective (LO)

Suggested Instructional Scaffold Skills

SuggestedAssessments

SuggestedResources

CCSS: R.I. K.1/ RL.K.1. With prompting and support, ask and answer questions about key details in a text.

WIDA ELD 2ListeningReading Speaking

SLO 1CO 1: Recognize questions and know key details that help to understand the story.

LO 1: Orally answer questions about key details in the text that was read aloud by using a story map.

ELP 1: Answer “Yes/No” questions about the text with single words, phrases, or chunks of language.

ELP 2: Answer “WH-”questions about the text using simple phrases and simple sentences with general language related to topic or content areas.

ELP 3: Answer

Formative Assessments Observations Learning/Response

Logs Checklists

Rigby, on Our Way to English

Mentor Texts

www.starfall.com

www.storytimeforme.com

www.gboe.org

www.storylineonline.net

www.brainpop.com

TBOE Approved 8/26/2013

http://www.brainpop.com/

http://www.storylineonline.net/

http://www.gboe.org/

http://www.storytimeforme.com/

http://www.starfall.com/

questions in complete sentences with general and some specific language of topic or content area.

ELP 4. Answer questions in detailed sentences using specific and some content-based language as well as complex structures related to the topic and content areas.

ELP. 5: Answer questions in detailed sentences using specific and content based language as well as complex structures related sentence lengths and types.

www.spellingcity.com

www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/archive/arthur-stories

Wiki-Teacher website-link to R.I. K.1 /RL.K.1

Stage 2 – Assessment EvidenceSuggested Performance Tasks:

I can tell the difference between a question and an answer. I know that a question needs an answer. I know that questions often begins with who, what, where, and

why and use those words to ask my questions. I know that text means words that are written. I can listen to a story and decide which parts best help me

understand the story.

Other Evidence: Teacher maintains anecdotal records/notes Portfolios

UNIT 1



Retelling a story is when a reader tells the story again in their own words. Readers demonstrate an understanding of a story through accurate retelling of the details in a logical order.


http://kids.aol.com/

http://www.puzzlemaker.com/

http://www.scholastic.com/

http://www.tumblebooks.com/

http://www.spellingcity.com/

Essential Questions: What does it mean to retell a story? What can a reader demonstrate through a retell?

ESL Supports: Teacher Modeling Games Digital Tools Read Alouds/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Graphic Organizers Realia Word/Picture Wall Build on prior knowledge Draw connections between course content and real life. Chunk( words patterns) information

Standards: Student Learning Objectives (SLO)Content Objective (CO)




SuggestedResources

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

WIDA ELD 2ReadingSpeaking

SLO 2CO2: Memorize and recall stories with details in their own words.

LO 2: Retelling and relating past events in a selection by describing people, places, and things using a story map and props.

ELP. 1: Retell story using single words, simple phrases and/or acting out the parts of the story.

ELP 2: Retell story using simple phrases and simple sentences with general vocabulary related to the story.

ELP 3. Retell story using general and some specific vocabulary related to the story. Oral or written language with some phonological, syntactical, or semantic errors expected.

ELP4: Retell the story in sequence using detailed

Formative Assessments Observations Learning/Response Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com











sentences with specific and some technical language related to the story. Use sentences of varying lengths.

ELP.5: 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.


Wiki-Teacher website-link to RL.K2Elements of a Story

retelling assessment for kindergartners.

“sequence of events” rubric.


I know a key detail is a part of the story that helps me to understand the story.

I know when I retell a story; I have to tell the beginning, middle, and ending in order.

I can retell a familiar story, including key details from the story. I can listen to a story and decide which parts are the most

important to use when I retell the story.

Other Evidence: Teacher maintains anecdotal records/notes Work samples Portfolios

UNIT 1



Identifying the main topic and key detail of an informational text helps readers to better understand a text.Essential Questions:

Why is it important to know the main topic of a text? How do the key details contribute to a reader’s understanding?

ESL Supports: Teacher Modeling Games Digital Tools Read Alouds/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Graphic Organizers Realia


http://www.rcampus.com/rubricshowc.cfm?code=H38CA7&sp=yes&

http://www1.kent.k12.wa.us/KSD/IS/lang_arts/Reading_Performance_Tasks/K-Dec-Teacher.pdf

http://www.learner.org/interactives/story/index.html


Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/Posters

Standards: Student Learning Objectives (SLO)Content Objective (CO)




SuggestedResources

CCSS: RI.K.2: With prompting and support, identify the main topic and retell key details of an informational text.


SLO 3CO 3: Determine central ideas or themes of a text and analyze their development in an informational text.

LO 3: Identify the main topic of the informational text by using a story map or different graphic organizers.

ELP 1. Identify and express the main topic of an informational text and/or using single words, simple phrases in English.

ELP 2: Identify and express the main topic of an informational text and/or use phrases and simple sentences.

ELP 3: Identify and express the main topic of an informational text using general and some specific vocabulary related to the story in simple, related sentences.

ELP 4: Identify and express the main topic of an informational text using detailed sentences of varied lengths with specific and some technical language related to the story.

ELP 5: Identify and express the main topic of an informational text in complete, detailed sentences of varied lengths and types, using specialized vocabulary related to the story.


Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


KOL/2/koljrstories/archive/arthur-stories

Wiki-Teacher website-link to RL.K.2Elements of a Story

Stage 2 – Assessment EvidenceSuggested Performance Tasks: Other Evidence:


http://www.learner.org/interactives/story/index.html











I know that the main topic is what an informational text is mostly about.

I know that a key detail is a piece of information that will help me to understand the text.

I can decide which parts of an informational text are the most important.

I can pick out the main topic of a text. I can retell key details of an informational text. I can key details in sequential order.

Teacher maintains anecdotal records/notes Portfolios

UNIT 1



Good readers identify and understand story elements to aid comprehension.Essential Questions:

Why are characters, setting, and major events important in a story? How do these elements aid comprehension of a story?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/ Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life. Anchor Charts/Posters

Standards: Student Learning Objectives (SLO)Content Objectives (CO)Language Objective (LO)



SuggestedResources

CCSS: RL.K.3: With prompting and support, identify characters, settings, and

SLO 4CO 4: Recognize and analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ELP 1: Identify and describe the main characters and setting of a story using single words, simple phrases in English.


Logs Checklists


Mentor Texts

www.starfall.com



major events in a story.


LO 4: Identify and describe the characters and setting by using pictures/photographs and a story map.

ELP 2: Identify and describe the main characters and setting of a story using simple phrases and simple sentences in English with general vocabulary related to the story.

ELP 3: Identify and describe the main characters and setting of a story using simple sentences with general and some specific vocabulary related to the story.

ELP 4: Identify and describe the main characters and setting of a story using detailed sentences of varied lengths with specific and some technical vocabulary related to the story.

ELP 5: 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.


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RL.K.3

Kindergarten Storytelling Rubric

story retelling rubric for Kindergarten

checklist


I know a character is a person or creature in a story. I know the setting is where and when a story takes place. I know a major event is something important that happens in a

story. I can identify characters in a story.

Other Evidence: Teacher maintains anecdotal records/notes Work Samples Portfolios


http://www.bridgew.edu/Library/CAGS_Projects/TPALINGO/web%20page/designresearch.htm#checklist

http://www.roxbury.org/currinst/resources/la/Rubric_for_Story_Retelling.pdf

http://www.ctserc.org/isss/Kindergarten%20Storytelling%20Rubric.pdf










I can identify the settings of a story. I can identify the major or main events in a story. I know all stories have characters, settings, and major events.



UNIT 1



Knowing the parts of a book will help me become a reader.

Essential Questions: How can knowing the front cover, back cover and title page of a book help me become a reader?

ESL Supports: Teacher Modeling Games Digital Tools Cooperative Learning Realia/ Visuals (Multimedia) Word/Picture Wall Build on prior knowledge Draw connections between course content and real life Anchor Charts/Posters

Standards Student Learning Objectives (SLO)Content Objectives (CO)Language Objective (LO)



SuggestedResources

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

WIDA ELD 2ReadingListening

SLO 5CO 5: Identify and describe the parts of a book?

LO: 5: List and label the parts of books.

ELP 1: Identify the front, back, and title page of a book by pointing to the appropriate part after listening to one word directions; e.g. “front.

ELP 2: Identify the front, back, and title page of a book by pointing to the appropriate part after listening to directions given in phrases; e.g. “front of book”

ELP 3: Identify the front, back, and title page of a book by pointing to the appropriate part after listening to the directions given in complete sentences; e.g. “Show me the front of the book”

ELP 4: Identify the front,


Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com













I know a book is a written or printed work consisting of many bound pages.

I know a book has a covering that protects the pages and binds the pages together.

I know the front cover of the book is located on the front of the book.

I know a book has a back cover located on the back of the book. I can identify the front cover of the book. I can identify the title page of a book. I know that a title page is at the front of the book and contains the

title, author and publisher.



http://www.readwritethink.org/classroom-resources/student-interactives/book-cover-creator-30058.html#overview

UNIT 1



Comparing and contrasting adventures and experiences of characters requires that students use (or expand) their academic vocabulary to include words such as compare, contrast, experiences, adventures, characters, plot, events, differences, and similarities.

Students who successfully compare and contrast experiences and adventures of characters can be guided to transfer that skill to other types of text across a variety of content areas and grades.

Essential Questions: What do good readers do? Do I understand what I just read? How do I know? What makes collaboration meaningful? What will help me to "make meaning from a variety of sources"?

ESL Supports: Teacher Modeling Gestures Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers


Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life




SuggestedResources

CCSS: RI.K.10; RL.K.10;Actively engage in group reading activities with purpose and understanding.

SL.K.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

WIDA ELD 2, 4, 5

ReadingListening

SLO 6CO 6: Listen and respond to questions about literature and informational text.

LO 6: Answer questions about the text by listening and responding using pictures/photographs, gestures, and/or graphic organizers.

ELP 1: Respond non-verbally by pointing to stated pictures/photographs in context by using single words and simple phrases in English.

ELP: 2: Respond by using simple phrases and simple sentences in English with general vocabulary related to the story.

ELP 3. Respond by using simple sentences with general and some specific vocabulary related to the story.

ELP 4: Respond by using detailed sentences of varied lengths with specific and some technical vocabulary related to the story.

ELP 5: Respond by using complete, detailed sentences of varied lengths and types, using technical vocabulary related to the story.


Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RI.K.10; RL.K.10; SL.K.2

A rubric to assess comprehension of informational text.

Assessment Advice & Forms - A resource for assessment including a variety of rubrics


http://www.teachervision.fen.com/assessment/resource/5815.html

http://www.ctserc.org/isss/Kindergarten%20Story%20Comprehension%20Rubric.pdf











Speaking and other information.

A variety of graphic organizers that can be used as an assessment for student understanding of reading of informational text.

Stage 2 – Assessment EvidenceSuggested Performance Tasks:RL.K.10/ RI.K.10.When someone helps me:

I can listen to a story for a particular reason. I can listen to a text and tell what happened. I can talk about what happened in the story. I can actively participate in group reading activities.

SL.K.2. Confirm understanding of a text I can ask questions when I am confused. I can answer questions to show what I know. I can ask questions about what I see. I can ask questions about what I hear. I can answer questions about what I read. I can answer questions about what I hear.

Other Evidence: Teacher maintains anecdotal records/ Work Samples Portfolios


http://www.teach-nology.com/worksheets/graphic/

UNIT 1



The ability to recognize and produce rhyming words is a foundational skill in understanding word structure and its role in reading and writing. Kindergarten will be able to be aware of Phonological awareness (recognizing the sounds of the language such as rhymes and parts of words such as

syllables, onset and rime, and individual letters) is essential to mapping sounds to letters and, then, to reading print.Essential Questions:

Why are sounds and letters important? How do sounds and letters create words? How does rhyming support students in their ability to read and write? How does understanding spoken words, syllables and sounds support a child’s ability to learn to read print? What strategies and materials support students’ understandings of spoken words, syllables and sounds? Why is it important for students to understand that words have parts (syllables and sounds)?

ESL Supports: Teacher Modeling Songs/Chants Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizer Realia


Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/Posters

Standards: Student Learning Objectives (SLO)

Content Objectives (CO)Language Objective (LO)



SuggestedResources

CCCS: RF.K.2.a: Recognize and produce two rhyming words.

WIDA ELD 2ListeningSpeaking

SLO:7CO 7: Identify word structure and its role in reading and writing words.

LO 7: Demonstrate phonemic awareness of rhyming words through spoken language using pictures/photographs.

ELP 1: Recognize and produce rhyming words by repeating nursery rhymes or rhyming picture cards; produce missing words from rhymes that match pictures/ photographs.

ELP 2: Recognize and produce rhyming words by reciting nursery rhymes; and producing missing rhyming words that match pictures/photographs.

ELP 3: Recognize and produce known rhyming words from nursery rhymes.

ELP 4: Recognize and produce known rhyming words.

ELP 5: Recognize and produce unknown rhyming words.


Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/archive/arthur-stories.

Wiki-Teacher website-link to RF.K.2.a

Foundational Reading Skills: Instructional Routines Teach Phonological Awareness. Reading Lists


http://www.readingteachersnetwork.org/reading-lists/

http://dww.ed.gov/Preschool-Language-and-Literacy/Teach-Phonological-Awareness/practice/?T_ID=15&P_ID=30

http://dww.ed.gov/Response-to-Intervention-Reading/Systematic-Skill-Instruction/see/index.cfm?T_ID=27&P_ID=74&c1=1913












Stage 2 – Assessment EvidenceSuggested Performance Tasks:When someone helps me:

I know what the word “same” means. I know what the word “different” means. I know rhyming words end with the same sounds. I can tell which words rhyme. I can say words that rhyme. I can hear and say rhyming words. I can take words apart and blend them together in many different

ways. I can add sounds to make new words. I can change sounds to make new words. I can count sounds in a word.

Visual Representations: Students make up funny words that rhyme with their name. After listening to the read-aloud, Cat in the Hat, and after teacher modeling, students can orally substitute the beginning sounds in word families such as sat, bat, mat, hat. (Recognize rhyming patterns in language is an essential skill for emergent readers.)



UNIT 1

Grade level: District-Approved Text: Rigby, On Our Way to English


The ability to identify and manipulate syllables is a foundational skill in understanding word structure and its role in reading and writing. Children with print awareness can begin to understand that written language is related to oral language. Understand the organization and basic features of print can orally recognize rhymes and non-rhymes when given two words, then a series of words. Kindergarten students are able to demonstrate they understand that words are separated by spaces in print by pointing to words and underlying or

highlighting words and then pointing to spaces between words using big books and decodable text.Essential Questions:

How does syllable awareness support students in their ability to read and write? How does the ability to hear and recognize rhymes affect a student’s ability to master phonemic awareness and his/her ability to learn to read? Why is it important for students to understand that words in print are separated by spaces? How can the teacher use materials such as big books to help students recognize that words make up print and words, in print, are, separated by spaces?

ESL Supports: Teacher Modeling Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Realia Word/Picture Walls


Build on prior knowledge Draw connections between course content and real life Anchor Charts/Posters




SuggestedResources

CCSS: RF.K.2b: Count syllables in spoken one and two-syllable words.

WIDA ELD 2ReadingListening

SLO 8CO 8: Recognize and understand that basic features of print are separated by spaces.

LO 8: Express number of syllables through spoken language by clapping out sounds.

ELP 1: Count one and two syllable words in a single familiar word by repeating and clapping out sounds in small group.

ELP 2: Count the syllables in short phrase by repeating and clapping out sounds in small group.

ELP 3: Count one and two syllable words in simple sentences by clapping syllables in small group.

ELP 4: Count one and two syllable words in short story by clapping words in small group.

ELP 5: Count one and two syllable words in extended discourse by clapping words independently.


Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to RF.K.2b

Foundational Reading Skills: Instructional Routines

Phonemic Activities for the Preschool or Elementary Classroom. .

Phonological Awareness


http://phonologicalawareness.org/index.html

http://www.readingrockets.org/article/377/

http://www.readingrockets.org/article/377/













Teach Phonological Awareness

Stage 2 – Assessment EvidenceSuggested Performance Tasks: I know…

I know a syllable is a word part. I know a syllable can be said as a unit I know each syllable has a vowel sound. I know syllables blended together make a word. I know words can be segmented into syllables.

I can… I can count syllables in words. I can say the syllables to make a word. I can break words into syllables.

Other Evidence: Teacher maintains anecdotal records Work Samples Portfolios

UNIT 1



A writer must clearly express an opinion or preference through pictures, dictation, and writing. Model examples of opinion and persuasive writing through the use of mentor texts.

Essential Questions: What do good writers do? What is my purpose for writing and how do I develop it? How does a writer express his/her opinion or preference about a topic or book?

ESL Supports: Teacher Modeling Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizer Realia Word/Picture Wall Build on prior knowledge Draw connections between course content and real life


http://dww.ed.gov/Preschool-Language-and-Literacy/Teach-Phonological-Awareness/practice/?T_ID=15&P_ID=30




SuggestedResources

CCSS: W.K.1Use 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...).

WIDA ELD 2WritingSpeaking

SLO:9CO 9: Draw, write and dictate an opinion piece about a favorite person, food or activity, using letter-like forms and conventional letters.

LO 9: Illustrate and express an opinion about a favorite person, food and activity by producing letter-like forms, conventional letters, and/or pictures/photographs using a storymap and pictures/photographs.

ELP 1: Write, draw or dictate an opinion piece in English with single words, matching pictures/ photograph from models, pointing to pictures/ photographs or repeating words.

ELP 2: Write, draw or dictate an opinion piece in English with short phrases, matching pictures photographs with phrases.

ELP 3: Write, draw or dictate an opinion piece with simple age appropriate sentences with some errors which do not impede comprehension.

ELP 4: Write or draw and dictate an opinion piece demonstrating complete age



Kid Writing

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com











appropriate sentences with general and some content-based vocabulary. ELP 5: Write an opinion piece reflecting complete age appropriate sentences with key details and content-based vocabulary with a supporting illustration that accurately represents their writing.


Peer Review / strategy guide from the Read Write Think website

Wiki-Teacher website-link to W.K.1

Stage 2 – Assessment EvidenceSuggested Performance Tasks:I know an opinion tells what someone likes or thinks.I know a preference is choosing the one I like better when offered choices.

I can……. I can share my opinion or preference by drawing, dictating, and writing. I can share my thoughts and opinions about a book using pictures and

words. I can draw a picture about the book I read or heard. I can write about the book I read or heard. I can write what my teacher says (dictation).

Other Evidence: Teacher Observations: Teacher’s Work Samples Portfolios


http://www.readwritethink.org/professional-development/strategy-guides/peer-review-30145.html


UNIT 1


Stage 1 – Desired ResultsEnduring Understanding: The ability to participate in group discussions is necessary for all content areas and an important skill in life. Explaining ideas to peers provides students with opportunities to rehearse their understandings which facilitate reading comprehension and the production of

written responses.Essential Questions: What makes collaboration meaningful? What will help me to "make meaning from a variety of sources"? What structures and routines support speaking and listening skills in a classroom community? What kinds of rules (norms) support students in having productive discussion?ESL Supports: Teacher Modeling Role Play/Dialogue Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life. Anchor Charts/Posters Props





SuggestedResources

CCSS: SL.K.1.a,bParticipate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

CCSS: SL.K.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SLO 10CO 10: Engage in two strand conversations following agreed upon rules for discussion of kindergarten topics and texts, asking questions and taking turns.

LO 10: Discuss a topic in a small group setting by engaging in collaborative conversations with diverse partners and visuals/props.

ELP 1: Discuss a topic by answering questions yes/no or either/or questions and repeat simple memorized phrases and sentences in English.

ELP 2: Discuss a topic by answering questions in short phrases with general vocabulary words related to the topic in English.

ELP 3: Answer explicit questions and make a short conversation, using simple sentences with general and some specific language. Produce statements and ask questions with visual and interactive support.

ELP 4: Discuss a topic in conversational format in complete sentences using specific and some content-based language related to the topic. Produce statements and ask questions with props



Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to SL.K.1.a,b












WIDA ELD 1SpeakingListening

ELP 5: Discuss a topic in extended conversations in detailed sentences using content-based language related to the topic. Produce statements and ask questions with props.

SL.K.2.

Asking and Answering questionsStory ComprehensionRubric for assessing listening skills

Stage 2 – Assessment EvidenceSuggested Performance Tasks:SL.K.2.

I can ask questions when I am confused. I can answer questions to show what I know.

SLK1 a.b. I can participate in a conversation with my peers and adults. I can follow our crew norms when I participate in a conversation. I can build upon what others say when I participate in a

conversation. I can take turns speaking. I can take turns listening.

Other Evidence: Teacher Observations: Portfolios


http://www.rcampus.com/rubricshowc.cfm?code=P44354&sp=yes&

http://www.rcampus.com/rubricshowc.cfm?code=S48BCA&sp=yes&


UNIT 1

Grade level: Kindergarten District-Approved Text: Rigby, On Our Way to EnglishStage 1 – Desired Results

Enduring Understanding: The ability to describe familiar people, places, things and events supports oral language development, vocabulary acquisition, an understanding of English

grammar, and speaking and listening standards across grade levels. Provide descriptions of familiar people, places, things, and events to improve students’ understanding of narratives and their structure, which helps children

tell and write their own stories.Essential Questions:

How does the ability to describe familiar people, places, things, and events support reading comprehension and writing skills? What strategies are useful to help students describe things familiar to them? What techniques can teachers use to prompt students to add or expand details used in oral descriptions?

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life




SuggestedResources

CCSS: SL.K.4Describe familiar people, places,

SLO 11CO 11: Recalling details about familiar people, places, things, and events

.ELP 1:Identify pictures/photographs

Formative Assessments Observations


Mentor Texts


things, and events and, with prompting and support, provide additional detail.

WIDA ELD 2SpeakingListening

supports the student’s use of long term and working memory during the learning process.

LO 11:Speaking: Describe familiar people, places, and things with prompting and support by identifying pictures/photographs

Listening: Identify familiar people, places and things based on oral descriptions using pictures/photographs.

of nouns or objects based on oral descriptions using single words with general and vocabulary related to the nouns/objects in English and/or non-verbally by pointing to stated pictures/photographs in context.

ELP 2:Identify pictures/photographs of nouns or objects based on oral descriptions by using short phrases with general and some specific vocabulary related to the nouns/objects.

ELP 3Identify pictures photographs of nouns or objects based on oral descriptions using simple sentences with general and some specific vocabulary related to the nouns/objects.

ELP 4Identify picturesPhotographs of nouns or objects based on oral descriptions using detailed sentences of varied lengths with specific and some content-based vocabulary related to the nouns.

ELP 5Identify pictures

Learning/Response Logs

Checklistswww.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to SL.K.4

Rubrics for assessing listening and speaking. Rubric for assessing listening.

Group Skills Tracking Sheet to assess various speaking skills during partner and group work. Using Children’s Literature to Develop Classroom Community

Assessment Tools for use in kindergarten classrooms.

Oral Language Activities that Develop Reading Readiness Link for oral language activities that build reading readiness.


http://www.literacyconnections.com/OralLanguage.php

http://www.literacyconnections.com/OralLanguage.php

http://teacherweb.com/CT/MilfordSchoolDistrict/KindergartenResources/photo2.aspx

http://www.readwritethink.org/files/resources/lesson_images/lesson908/tracking.pdf



http://www.proteacher.com/redirect.php?goto=443

http://www.readwritethink.org/files/resources/lesson_images/lesson38/RWT014-3.PDF











Photographs of nouns or objects based on oral descriptions using detailed sentences of varied lengths with specific and some content-based vocabulary related to the nouns.


I can describe people, places, things, and events that I know. (With support).

I can use details when I speak to send a clear message to my listener.

I can tell about something I know. I can add details about something I know.

Other Evidence: Teacher observations Work Samples Portfolios


UNIT NAME: 1



Kindergarteners demonstrate their ability to use frequently occurring nouns and verbs as they participate in collaborative discussions and other shared language activities and as they ask questions and give answers during class activities such as morning meetings and read aloud.

Kindergarteners demonstrate this recognition as they routinely produce complete sentences that contain nouns and verbs and describing words as well as the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Essential Questions: Why do the rules of language matter? What strategies can be used to help students incorporate and correctly use conventions, such as nouns and verbs, plurals, questions words, prepositions,

and expanded complete sentences, in their oral and written language? (i.e., How can big books, word walls, read aloud and similar activities be used to support the language development and knowledge of kindergarteners?)

ESL Supports: Teacher Modeling Songs/Chants Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizer Realia Word/Picture Wall Build on prior knowledge Draw connections between course content and real life


Standards: Student Learning Objectives (SLO)

Content Objectives (CO)Language Objective (LO)

Suggested Instructional Scaffold

Skills


SuggestedResources


CCSS: L.K.1.b Use frequently occurring nouns and verbs.

CCSS: L.K.1.eUse the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

WIDA ELD 2Speaking

SLO:12CO 12: Express ideas in shared language activities, including frequently occurring nouns (house), verbs (run) and prepositions (to).

LO 12: Express ideas using frequently occurring nouns, verbs, and prepositions by participating in shared language activities.(Choral Reading, Chants/Songs)

ELP 1: Express ideas using single word with in English.

ELP 2: Express ideas using short phrases with support in English.

ELP 3: Express ideas using simple sentences with general and some specific vocabulary related to the shared activities.

ELP 4: Express ideas using detailed sentences of varied lengths with specific and some content-based vocabulary related to the activities.

ELP 5: Express ideas with nouns, verbs and propositions independently using complete, detailed sentences of varied lengths and types, using content based vocabulary related to the activities.


Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/Archive/Arthur-stories.

Wiki-Teacher website-link to L.K.1.b; L.K.1.b;

FUSD Writing Assessment Rubric

Kindergarten Writing Rubric

Stage 2 – Assessment Evidence


http://www.twinriversusd.org/depts/files/185/Kindergarten_CAG_11-12_HMR.pdf%20

http://www.fresnounified.org/Pages/Default.aspx











Suggested Performance Tasks:L.K.1.b. Use frequently occurring nouns and verbs.

I can tell about people in my writing and speaking. I can tell about places in my writing or speaking. I can tell about things in my writing and speaking. I can use action words in my writing or speaking. I can add /s/ or /es/ to show more than one when writing. I can add /s/ to show more than one when speaking. I can add words to a sentence to make it clearer.

LK 1 e: I can use conventions to send a clear message to my reader. I can print many upper and lower case letters. I can use common nouns and verbs. I can write regular plural nouns. (e.g., dog, dogs; wish, wishes)

Other Evidence: Teacher observations Logs Reading Groups Participation Work Samples Portfolios


UNIT 1

Grade level: Kindergarten District-Approved Text: Rigby, On Our Way to EnglishStage 1 – Desired Results

Enduring Understanding: Kindergarteners acquire academic vocabulary words that enable them to understand and discuss upper and lower case letters, shapes of letters

(curved/straight), nouns, verbs, question words, who, what, when, where, why, how, plural (more than one), print, nouns, verbs.Essential Questions:

What academic vocabulary must kindergarteners know in order to meet this standard: (e.g., nouns, verbs, complete sentences, questioning and question words (5W’s & 1 H), plural, upper and lower case, curved lines, straight lines)?

What strategies can be used to help students incorporate and correctly use conventions, such as nouns and verbs, plurals, questions words, prepositions, and expanded complete sentences, in their oral and written language? (i.e., How can big books, word walls, read aloud and similar activities be used to support the language development and knowledge of kindergarteners?)

ESL Supports: Teacher Modeling Games Digital Tools Read Aloud/Guided Reading/Shared Reading/Adaptive Text Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Prompts




SuggestedResources

CCSS: L.K.1.dUnderstand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

WIDA ELD 2Speaking

SLO 13CO 13: Use question words, (e.g., who, what and where) in meaningful context when speaking.

LO 13: Express question words in meaningful context using pictures/photographs and prompts.

ELP 1: Express question words and/or “who” and “where” questions in meaningful context when speaking in English and/or pointing to pictures/ photographs “when” asked “who” or “where.”

ELP 2: Express question words and/or “who” and “where” in meaningful


Logs Checklists


Mentor Texts

www.starfall.com


www.gboe.org







context when speaking in English.

ELP 3: Express “who”, “what”, and “where” in meaningful context using simple sentences with general and some specific vocabulary related to the shared activities.

ELP 4: Express “who”, “what”, and “where” in meaningful context using detailed sentences of varied lengths with specific and some content-based vocabulary related to the activities.

ELP 5: Express “who”, “what”, and “where” in meaningful context using complete, detailed sentences of varied lengths and types, using content based vocabulary related to the activities.

www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com

http://kids.aol.com/KOL/2/koljrstories/archive/arthur-stories.

Wiki-Teacher website-link to L.K.1.d

Asking and Answering questions

Story Comprehension .

Stage 2 – Assessment Evidence Suggested Performance Tasks: I can use question words. (e.g., who, what, where, when, why,

how) Questioning I can recognize words in print and come to understand that

questions in print end with a question mark. I know that questions begin with the 5 W and 1 H words (who,

what, when, where, why, and how)

Other Evidence: Teacher observations Work Samples Portfolios Practice oral presentation

UNIT NAME: 1



http://www.rcampus.com/rubricshowc.cfm?code=P44354&sp=yes&









Kindergarteners will be able to identify and use word meanings to explore word relationships and usage through conversations, reading, read aloud, and responding to texts with scaffolding and support.

Kindergarten students explore new vocabulary through speaking and shared writing experiences and encounter/learn vocabulary modeled in conversations and texts.Essential Questions:

What can I do when a word doesn't make sense? How do I use what I know to figure out what I don't know? Why is sorting an effective strategy for developing understandings of concepts regarding kindergarten level areas (food, shapes, clothes, colors, things to

do, etc.) With guidance and support, can students act out the meanings of similar verbs or verbs with shades of meanings (sad, unhappy, happy, joyful, and

excited)?ESL Supports:

Teacher Modeling Games Digital Tools Read Alouds/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life


Suggested Instructional Strategies


SuggestedResources

CCSS: L.K.5.c SLO 14 ELP 1: Identify everyday Formative Assessments Rigby, on Our Way to English


Identify real-life connections between words and their use (e.g., note places at school that are colorful).

WIDA ELD 1-5Reading SpeakingListening

CO 14: With guidance and support, identify real-life connections between words and their varied meanings (e.g., note places at school that are colorful)

LO 14: Identify words with guidance and support by relating real-life objects to their varied meanings.

objects with varied meanings by using gestures or single word in English.

ELP 2: Identify everyday objects with varied meanings by using phrases in English.

ELP 3: Identify everyday objects with varied meanings using simple sentences with general and some specific vocabulary.

ELP 4: Identify everyday objects with varied meanings using detailed sentences of varied lengths with specific and some content-based vocabulary.

ELP 5: Identify everyday objects with varied meanings using complete, detailed sentences of varied lengths and types, using content based vocabulary.

Observations Learning/Response Logs Checklists

Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to L.K.5.c

UNIT 1














Discuss or prepare semantic web organizers for synonyms, antonyms, and alternate meanings throughout any lesson. Use explanation or clarification regarding word meanings or meanings of phrases that may be new or difficult. Regularly discuss idioms and colloquialisms when they appear in text. Create enthusiasm across the curriculum for the usage of new or difficult vocabulary.

Essential Questions: What can I do when a word doesn't make sense?

How do I use what I know to figure out what I don't know? How can I regularly make linguistic connections for students learning English as a second language? What can I do to clarify or explain before or during instruction?

ESL Supports: Teacher Modeling Games Digital Tools Read Alouds/Guided Reading/Shared Reading/Adaptive Texts Cooperative Learning Graphic Organizers Realia Word/Picture Walls Build on prior knowledge Draw connections between course content and real life Anchor Charts/Posters

Standards Student Learning Objectives (SLO)Content Objectives (CO)Language Objective (LO)



SuggestedResources

CCSS: L.K.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

WIDA ELD 1Speaking

SLO 15CO 15: Acquire linguistic connections through conversations.

LO 15: Express words and phrases through conversation by participating in a dialogue with a partner.

ELP 1: Express words and phrases and/or single words in conversation in English and/or pointing to high frequency words. ELP 2: Express words and phrases and/or in short phrases in conversation in English. ELP 3: Express words and phrases in simple



Mentor Texts

www.starfall.com


www.gboe.org


www.brainpop.com







sentences with general and some specific conversational vocabulary.

ELP 4: Express words and phrases in detailed sentences of varied lengths with specific and some content-based and conversational vocabulary.

ELP 5: Express words and phrases in complete, detailed sentences of varied lengths and types, using content based and conversational vocabulary.


www.tumblebooks.com

www.scholastic.com

www.puzzlemaker.com


Wiki-Teacher website-link to L.K.6Language Builder

KidspirationTemplates in Kidspiration can be made into sorting activities.



When someone helps me: I can sort objects into categories. I can say an action word and the opposite. I can say a describing word and the opposite. I can identify differences between words that mean almost the

same thing.

Other Evidence: Teacher observations Logs Work Samples Literacy Prompts Portfolios Rubrics Reflective Journals Logs Center Time Practice oral presentation

http://itunes.apple.com/us/app/languagebuilder-for-ipad/id405801365?mt=8






k unit 1 - trentonk12.org · web viewkindergarteners will be able to identify and use word...

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