Kindergarten Common Core State

Standards Cara Elias Shanell Doane Heather Betsayad Katie Hanson

Setting: a mid-western

suburban town

Time: present day

Characters: Jenna,

Grandma Wolfe,

Great-Aunt Sis,

Mrs. Scott, Cousin Elizabeth

Jingle Dancer By, Cynthia Leitich Smith

Summary continued Jenna is a member of the Muscogee (Creek) Nation and is also of Ojibway (Chippewa/Anishinabe) descent. The story takes place in a contemporary intertribal community.

Jenna wants to dance in the next powwow. However, she does not have enough jingles for her dress.

She asks female friends and relatives to help her get jingles.

She gets to dance in a beautiful regalia that reminds her of each of her loved ones.

Kindergarten Oral Receptive Language Katie Hanson

Common Core State Stand (CCSS) ELA-Literacy.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Kindergarten Oral Receptive Language

Goal 1: Students will demonstrate active and respectful listening using the “Kindergarten 5”.

1. Eyes on the speaker

2. Lips closed

3. Hands to yourself

4. Feet quiet

5. Ears listening

Assessment: Goal 1

Part the way through the lesson the teacher and SLP will do a “Kindergarten 5” check.

“Kindergarteners…

Are you eyes on the speaker?

Are your lips closed?

Are your hands to yourself?

Are you feet quiet?

Do you have your listening ears on?”

Kindergarten Receptive Oral Listening

Goal 2: Students will engage in turn-taking. While sitting in a circle, students will listen respectfully (using the “Kindergarten 5”), to their classmates share ideas.

Jingle Dancer: After listening to the story, each student will share which family members or friends they would get a jingle from.

Assessment: Goal 2

A “talking stick”, or another physical marker, will be used for students, and the teacher/SLP, to keep track of who is the speaker; only the speaker should be talking when students are sharing their ideas for who they would get a jingle from.

Kindergarten: Receptive Written Language Cara Elias

Reading: Literature Common Core Standard 6

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Objectives

1) Students will identify title, author, and illustrator of the text and discuss role of each.

2) Students will make predictions about the text based on the front cover illustration in a group discussion.

Objective 1: Students will identify title, author, and illustrator of the text and discuss role of each.

Each child will have a copy of text

Clinician will ask class to examine the front cover and identify by pointing with their finger to the title of the book.

With prompting and support the clinician will help class sound out the title of the book (while demonstrating left to right reading of text with finger)

This will also be done with author & illustrator while discussing the role of each

Objective 2) Students will make predictions about the text based on the front cover illustration in a group discussion.

Clinician will lead a group discussion on the front cover illustrations (pointing out specific details as necessary)

Clinician will ask students to make predictions on what the book will be about

All ideas will be written out on the whiteboard to compare back to after the reading.

Note: Children will be instructed to follow along in their own books as clinician reads aloud.

How to Measure…

This would be done with a simple checklist using plus/minus to document child’s achievements in the classroom activity. And depending on the individual child, there may be other items on the checklist that align with his/her goals such as behavior, participation level, eye contact, etc.

For example…

Jingle Dancer Classroom Activity 11/29/12 Sammy’s Achievements

Participated verbally in small group activity -

Followed text in left-right sequence w/ finger +

Eye Contact -

Appropriate classroom behavior per IPA Goals

+

Expressive Oral Language Shanell Donane

Common Core State Stand (CCSS) ELA-Literacy.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.K.1b Continue a conversation through multiple exchanges.

Comprehension and collaboration

Continue a conversation through multiple exchanges

Objective One:

Child will make 3 on-topic comments or queries in a large group setting.

Objective Two:

Child will take 6 conversational turns in a one-on-one setting with a peer, using contingent comments and queries

Objective 1

Setting: During a circle time activity, children are asked to describe a member of their family they would collect jingles from

Criterion for success:

Child asks a question relating to the task

Child asks a question relating to a peer’s comment

Child makes a comment in response to the question

Objective 2

Setting: After a circle time activity, children pair up to talk about who they would choose to collect a jingle from and why.

Criterion for success:

• Child asks a question to his/her peer’s in reference to a comment

• Child makes a comment about the topic

• Child responds to peer’s question

Measuring success SLP can make a rubric/data sheet to document any of the

following, including what type of scaffolding was needed:

Contribution to discussion Is he/she adding to the conversation

Number of turns

Staying on topic

Conversational partners Number (group setting, one-on-one) Type (adult, peer)

Waiting for turn (interruptions) Can he/she recognize conversational rules

Expressive Written Language Heather BetSayad

Writing: Common Core State Standard 2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Objectives

1) Students will draw and dictate information about their own family members.

2) Students will draw and write about a family member giving supportive details.

Objectives 1: Students will draw and dictate information about their own

family members. Students will think of one member of their family

who could give them a jingle

Students will illustrate a page with this family member and dictate to the SLP or teacher who the family member is and why they are important.

SLP will collect all pages for assessment and create a classroom book.

Objection 1: Assessment

My dad gave me

a jingle because

he is nice.

Assessment: Check that the student included a topic and an explanation in drawing and dictation.

Objective 2: Students will draw and write about a family member giving supportive

details. Children will draw a picture of a family member

and what they do together.

Children will think of one family member and through support with the teacher and sentence starters write, I like ______ (family member name).

Then children will create 2 more sentences why they like that family member.

Goal 2: Assessment Use kindergarten writing rubric:

WRITING

STRAND

COMMON

CORE

Limited Skills are

limited,

frequent

support is

needed.

This is difficult

for me, and I

need help.

Progressing Moving toward

end-of- grade

level

expectations

with

assistance. I can do this

with help.

Meets Meets the end-

of-grade level

standard

independently.

I can do this

on my own.

Exceeds Exceeds the

end-of- grade

level standard.

I can do this

on my own

and can do

more

challenging

things like it.

Writing Genre

Student does

not use a

combination of

drawing,

dictating, and

writing to

compose

Student begins

to use a

combination of

drawing,

dictating, and

writing to

compose with

some support

Student uses a

combination of

drawing,

dictating, and

writing to

compose

independently

Student

composes a

writing piece

complete with a

topic and

relevant details

For complete rubric see: http://www.tvsd.us/elem_curriculum/files/KDG_WritingRubric.pdf