kindergarten curriculum map: literacy & integrated content integrated map... · 2016-09-07 ·...

Kindergarten Curriculum Map: Literacy & Integrated Content

DS=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS=Common Core State Standards SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department Kindergarten Curriculum: Literacy & Integrated Content Revised 2016

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Week 1: Welcome back to Kindergarten (Unit 1)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS KRF1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, & page-by-page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Recognize & name all upper- & lowercase letters of the alphabet. KRI5 Identify the front cover, back cover, & title page of a book.

COMPREHENSION/FLUENCY Skill: Listen to Rhymes Strategy: Listening Concepts of Print

Recognize names Distinguish letters and numbers Book handling

Environmental print Daily 5 Establishing a Gathering Place “Good-Fit” Books Establish Rituals and Routines

Listen to Rhymes Poems Rules and Responsibilities Back to School Poems Use poems to teach/reinforce listen to rhymes skill and to discuss social studies content.

The Kissing Hand by Audrey Penn—Storyline Online Use the story to discuss and identify feelings students may have about going to school, how to adjust to new situations, ritual and routines associated with both school and home, and how to adjust to new environments. Kissing Hand Activity Guide (Discussion Points in the guide provide questions for discussion)

Unit 1 p. 27, 31-43 TE pp. 31-33 - The Sharing Song TE p. 45 Safety Sign (Poem) TE Critical Thinking Skills—Solve a Problem (Little Miss Muffat) Homework and Practice Book—Nursery Rhymes Solve a Problem—Booklet

Anecdotal Records and Observations

SOCIAL STUDIES

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS C.1.K.2 Describe the role of school and its leaders C.2.K.3 Discuss responsibilities of being a good citizen C.3.K.1 Recognize the need for rules and consequences

Unit: My School and School Community: Roles of a Citizen Essential Question(s): What would it be like if we didn’t have rules? (home, classroom, school, community) Guiding Questions:

ADDITIONAL CONTENT LESSONS BEFORE READING: Review vocabulary DURING READING: Use trade books to read about good citizens. Create a class chart listing things good citizens do in the books read.

Think about the ways we can be good citizens in our school. Draw a picture that shows you being a good citizen. Then tell/write what you are doing in the picture that shows you being a good citizen.

OR

http://sskinder.wikispaces.com/file/view/Poems%20Rules%20and%20Responsibilites.doc/443492488/Poems%20Rules%20and%20Responsibilites.doc

http://sskinder.wikispaces.com/file/view/Welcome%20Back%20to%20School%20Poemsl.doc/443492494/Welcome%20Back%20to%20School%20Poemsl.doc

http://www.storylineonline.net/kissing-hand/

http://sskinder.wikispaces.com/file/view/TheKissingHand_ActivityGuide.pdf/588400974/TheKissingHand_ActivityGuide.pdf



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What are some rules we need to follow each day? Who are people in your family and school that hold positions of authority? What do good citizens do?

Library Lion by Michelle Knudsen—Storyline—Online Video Teacher Guide

Harcourt Social Studies Leveled Reader: I Follow the Rules

AFTER READING:

Discussion - Review the class list of things good citizens did in the stories read. Discuss words that describe the things they did (i.e., honest, helpful, courteous). Record these words next to the action (what characters did to demonstrate good citizenship) Display chart and continue to add to it as you read. People Whom Hold Positions of Authority Prior to the lesson, have students brainstorm a list of the different people in a school and their primary job duties (i.e. Teacher, Principal, Cafeteria Worker, Custodian, music teacher).

Use the descriptions below to begin the conversation of people of authority in your building. If possible take pictures of these people as well as others in your building and make sentence strips with their names to display. Replace the picture of people in your building with the pictures on the links below. Talk about responsibilities they have in their position of authority. Custodian/Teacher/Principal/Secretary

Additional Resource On Authority

"Orb and Effy Learn About Authority" Lesson--Use story and questions to extend understanding of authority.

Make mini books with the students. Have them copy one rule per page and illustrate. Students can take books home to share with parents.

Identifies authority figures in the school by name and tells what their job is.

Identifies 2-3 characteristics of good citizenship that are important.

http://www.storylineonline.net/library-lion/

http://www.storylineonline.net/library-lion/

http://www.storylineonline.net/wp-content/uploads/2014/12/Library-Lion.pdf

http://sskinder.wikispaces.com/file/view/KSSCustodianPeopleAuthority.pdf/443496776/KSSCustodianPeopleAuthority.pdf

http://sskinder.wikispaces.com/file/view/KSSTeacherPeopleAuthority.pdf/443496818/KSSTeacherPeopleAuthority.pdf

http://sskinder.wikispaces.com/file/view/KSSPrincipalPeopleAuthority.pdf/443496790/KSSPrincipalPeopleAuthority.pdf

http://sskinder.wikispaces.com/file/view/KSSSecretaryPeopleAuthority.pdf/443496806/KSSSecretaryPeopleAuthority.pdf

http://sskinder.wikispaces.com/file/view/K%20Orb%20and%20Effy%20Learn%20About%20Authority%20Lesson.pdf/588401108/K%20Orb%20and%20Effy%20Learn%20About%20Authority%20Lesson.pdf



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SCIENCE STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

K-ETS 1-1 The student will ask questions, make observations and gather information about how to solve a problem.

Establish classroom procedures, rules and routines. Learn about our five senses and how we use them Unit: Doing Science Essential Question(s): What is Science? How Do We Use Our Five Senses? Guiding Questions: 1. What are our five senses? 2. How do we use our five senses to learn

about the world? 3. Can you identify the sensory organ

associated with each sense?

Weekly Correlated Lesson Plan: Listen to Rhymes

Use poems to teach/reinforce listen to rhymes skill and to discuss Science content.

Use trade books to read about five senses. Discuss the five senses that are demonstrated in books read.

These are suggested activities: Lesson 1 Big Book p. 1, TE p. 8 Science Fusion- www.thinkcentral log in -home page- go to the drop down on the light blue resource bar and click science fusion- then click the 3rd box teacher access grade K Unit 1 Lesson 1 “Our Senses” 5 senses song https://www.youtube.com/watch?v=iA1uLc1uEbI Lesson 2 Big Book p. 1 Develop Science Concepts TE p. 9 Science Leveled Reader: How a Scientist Works Additional Resources www.Youtube.com- Kevin’s Big Book of 5 Senses Five Senses Song Silly School Songs Mr. R’s Five Senses songs www.abcya.com 5 Senses www.myon.com (25 books available)) http://www.cals.lib.ar.us/ (Click on Bookflix; Enter Library Card Number)

Draw or write (label) your five senses P. 12 Teacher’s Ed -Generate summary sentences

http://www.thinkcentral/

https://www.youtube.com/watch?v=iA1uLc1uEbI

http://www.youtube.com/

http://www.abcya.com/

http://www.myon.com/

http://www.cals.lib.ar.us/



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WORD STUDY Use with week 1: Welcome back to Kindergarten (Unit 1)

STANDARDS VOCABULARY FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS KRF1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, & page-by-page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Recognize & name all upper- & lowercase letters of the alphabet. KRI5 Identify the front cover, back cover, & title page of a book.

SOCIAL STUDIES: rights, responsibilities vote, consequences, rules, citizens, authority, consequences SCIENCE: Senses, sight, blind, deaf, taste, science, touch, observe, hear TARGETED CLUSTERS/CATEGORIES: Physical Actions and Motion

SUW Tool B3-21a Sensory Words SUW Tool B3-21b Using the Senses

SUW Tool B3-23a Vocabulary Assessment Reference Sheet

KRF2 Demonstrate understanding of spoken words. syllables & sounds (phonemes). a. Recognize & produce rhyming words. KRF1d Recognize & name all upper- & lowercase letters of the alphabet.

SPELLING/ENCODING*

Rhyming Words & Syllables Letter Names & Features (stick letters)

Big Book: A Journey from A-Z pp. 2-6

PA: WTK4, WTK6, WTK8, WTK10, WTK12

Letters A-E: pp. WTK5, WTK7, WTK,9, WTK11,

WTK13

*This section will often have resources listed from different lessons than those listed for comprehension & grammar. These changes were made to ensure students meet end-of-year goals as defined by AR Kindergarten Standards.

WRITING WORKSHOP STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

PROCESS WRITING KW3 Use a combination of drawing, dictating, & writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, & provide a reaction to what happened. KW7 Participate in shared research & writing projects books by a favorite author & express opinions about them)

Sentence Writing & Drawing (Assessment & Establishing Routines)

Daily 5 Ch. 6 pp. 79 – 90 SUW Lessons: 3-1 Fragments & Sentences p. 102 3-2 3-part sentences p. 103 3-5 “For Kindergarten and Other Beginning Writers” section, p. 112 Tool 3-5b p. 112

Writing Prompt Social Studies Prompt: Draw or write about how you show you are a good citizen at school. Create a classroom rule book or poster. Harcourt SS TE pp. 22-23



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Week 2: Welcome back to Kindergarten (Unit 1)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

KRF1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, & page-by-page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Recognize & name all upper- & lowercase letters of the alphabet. KRI5 Identify the front cover, back cover, & title page of a book.

COMPREHENSION/FLUENCY Skill: Listen to Rhymes Strategy: Listening Concepts of Print

Recognize names

Distinguish letters and numbers

Book handling Environmental print Daily 5 Establishing a Gathering Place “Good-Fit” Books

Anchor Lesson Continue to work on rituals and routines Friendship/Citizenship Use Journeys Big Book: How Do Dinosaurs Go to School? TE pp. 108-114. Discuss what would be appropriate behavior in the classroom as you read the story with students. Friends at School Interactive Read Aloud CLLG p. 43 My School Bus Interactive Read Aloud CLLG p. 43 Use trade books to read about good citizenship and friendship. Use the books to create a list of words that describe characteristics of good citizenship and friendship (i.e., loyal, honest). Create a class chart and list those characteristics as you discuss them. As a class, define friend. Display definition for students to refer to during the year. Bookflix (See Note Below) http://www.cals.lib.ar.us/ Crazy Hair Day/Let’s Be Friends Bookflix Lesson Plan “How Do Dinosaurs Go to School?” (Watch the story) Paired with “Back to School Safety” Lesson Plan HMH Vocabulary Readers At School, My School, Let’s Have Fun, I Can!,

Anecdotal Records and Observations Create a T -Chart—Examples of dinosaur being a good citizen/Examples of dinosaur not being a good citizen. Read The Important Book, by Margaret Wise Create a class book called “A Friend” : A friend likes to___ A friend will___ A friend can___ But the important thing about a friend is that he/she likes me.


http://sskinder.wikispaces.com/file/view/CrazyHairFriendsLessonpdf..pdf/358552613/CrazyHairFriendsLessonpdf..pdf

http://sskinder.wikispaces.com/file/view/CrazyHairFriendsLessonpdf..pdf/358552613/CrazyHairFriendsLessonpdf..pdf

http://sskinder.wikispaces.com/file/view/How%20Do%20Dinosaurs%20Go%20to%20School%20Lesson%20Plan.pdf/588434218/How%20Do%20Dinosaurs%20Go%20to%20School%20Lesson%20Plan.pdf





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Playing Ball Additional Resources: Google Images- Children Getting Along Friendship Song Note: Bookflix is a part of the Central Arkansas Library System. It pairs fiction and nonfiction books and a lesson plan is provided for each pair. A library card is needed to access these books. Go to the main library website and click on Bookflix. http://www.cals.lib.ar.us/

SOCIAL STUDIES STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

C.1.K.2 Describe the role of school and its leaders C.2.K.3 Discuss responsibilities of being a good citizen C.3.K.1 Recognize the need for rules and consequences

Unit: My School and School Community: Roles of a Citizen Essential Question(s): What are the characteristics of a good friend/citizen? Guiding Questions: Why is getting along important when being a good citizen? What is the procedure for the recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and the American Flag? Rituals and Routines Pledge of Allegiance/Flag

ADDITIONAL CONTENT LESSONS Pledge of Allegiance Lessons (Use books from lesson to teach or substitute other books on the Pledge of Allegiance and the Flag)

The Pledge of Allegiance by Francis Bellamy

The Flag We Love by Pam Munoz Ryan

The Flag by M. Hubbard

Pocket chart and sentence strips needed BEFORE READING: Review vocabulary. Share a variety of pictures of flags for students to see. Ask students questions that stimulate their background knowledge about flags. Introduce the title, author and illustrator of each book. DURING READING: Read story aloud to students. Reread and have students echo the words after teacher. Introduce the “Pledge of Allegiance” word and picture pocket chart. AFTER READING: Have students share facts they

Identify rituals that students have at school. Cite the Pledge of Allegiance to the Flag As students read about the U.S. and Arkansas flags and the Pledge of Allegiance each day, create a class chart listing things they learn.

https://www.youtube.com/watch?v=DRoZvHDlRHg&feature=youtu.be


http://sskinder.wikispaces.com/file/view/Pledge%20of%20Allegiance%20Lessons.pdf/555367299/Pledge%20of%20Allegiance%20Lessons.pdf



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learned from book. Reread the “Pledge of Allegiance” in the pocket chart. Explain the meaning of the words in the Pledge of Allegiance. The Pledge of Allegiance (Click on Media Link) Pledge of Allegiance Song:

SCIENCE STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

K-ETS 1-1 The student will ask questions, make observations and gather information about how to solve a problem.

Establish classroom procedures, rules and routines. Learn about 5 senses & how we use them Unit: Doing Science Essential Question(s): What is Science? How Do We Use Our Five Senses? Guiding Questions: What are our five senses? How do we use our five senses to learn about the world? Can you identify the sensory organ associated with each sense?

Lesson 3 Big Book pp. 2-3 TE pp. 10-11 Science Fusion- www.thinkcentral log in -home page- go the drop down on the light blue resource bar and click science fusion- then click the 3rd box teacher access grade K Unit 1 Lesson 4 “How can we use our senses?” Lesson 4 Read- Five Senses by Aliki http://exchange.smarttech.com 5 Senses sort (p. 1) Lesson 5 Big Book p. 4 Assessment: “Sum it up” student book p. 4 TE p. 13 Inquiry center- “What is in the Bag?”

http://sskinder.wikispaces.com/file/view/KSSpledge.pdf


http://exchange.smarttech.com/



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WORD STUDY Use with Week 2: Welcome back to Kindergarten (Unit 1)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

KRF1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, & page-by-page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Recognize & name all upper- & lowercase letters of the alphabet. KRI5 Identify the front cover, back cover, & title page of a book.

SOCIAL STUDIES: rights, responsibilities vote, consequences, rules, citizens, authority, consequences SCIENCE: Senses, sight, blind, deaf, taste, science, touch, observe, hear TARGETED CLUSTERS/CATEGORIES: Actions and Motion

SUW Tool B3-21a Sensory Words SUW Tool B3-21b Using the Senses

KRF2 Demonstrate understanding of spoken words. syllables & sounds (phonemes). a. Recognize & produce rhyming words. KRF1d Recognize & name all upper- & lowercase letters of the alphabet.

SPELLING/ENCODING* Rhyming Words & Syllables Letter Names & Features (stick letters)

Big Book: A Journey from A-Z pp. 2-6 PA: WTK4, WTK6, WTK8, WTK10, WTK12 Letters A-E: pp. WTK5, WTK7, WTK,9, WTK11, WTK13 *This section will often have resources listed from different lessons than those listed for comprehension & grammar. These changes were made to ensure students meet end-of-year expectations as defined by Kindergarten AR State Standards.


PROCESS WRITING KW3 Use a combination of drawing, dictating, & writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, & provide a reaction to what happened. KW7 Participate in shared research & writing projects.

WRITING TYPE Sentence Writing & Drawing (Assessment & Establishing Routines)

SUW LESSONS & TOOLS Daily 5 Ch. 6 pp. 79 - 90

Writing Prompt Social Studies Prompt: In the story How Do Dinosaurs Go To School tell or draw a picture to answer the question: How can you tell that Dinosaur is a good friend/citizen?



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 1 Lesson 1

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS K.RI.2 With prompting & support, identify the main topic & retell key details of a text. K.RF.2.a Recognize & produce rhyming words. K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking & answering questions about key details & requesting clarification if something is not understood.

COMPREHENSION/FLUENCY Skill: Main Ideas Strategy: Summarize Genre: Informational Text, Realistic Fiction, Poetry

Anchor Lesson: CLLG Main Idea p. 40 “What Makes a Family”

Use the SmartBoard to share the following readings from ReadWorks.org.

The readings can be used to reinforce this week's skill and strategy lessons. Use the content to discuss rituals and routines for your classroom.

Jon Follows School Rules

Who Is a Good Citizen At School

Jose and the Blue Crayons

After discussing different types of families, make a list of people or groups of people that can make up a family (i.e.; mother, uncle, sister, friends, neighbors, classmates).

SOCIAL STUDIES (Use with Reading U1 L1)

STANDARDS FOCUS TASKS/RESOURCES/PROCEDURES ASSESSMENTS C.2.K.2 Identify the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American flags. C.2.K.3 Discuss responsibilities of being a good citizen Discuss changes over time using chronological terms (e.g., first, next, last, before, after, past, present)

Unit 1: My School and School Community: Roles of a Citizen Essential Question: Are all rules good rules? Guiding Questions:

Why do we have rules at home in the classroom, in the school and in the community?

Who enforces the rules/laws?

ADDITIONAL CONTENT LESSONS This week's lesson gives students an opportunity to

extend their understanding of rules.

Inquiry: Are All Rules Good Rules?

This inquiry engages kindergartners in exploring the various ways people interact with and act upon rules and laws in their daily lives. The compelling question “Are all rules good rules?” assumes that while students generally enter school with some concept of rules and what it means to follow or break them, they may not yet understand who makes rules and how they change.

In addressing the compelling question “Are all rules good rules?” students work through a series of guiding questions, formative performance tasks, and featured sources in order to have a discussion in which they agree or disagree with the question and provide evidence from the sources they explored during the lessons. Are there rules at school or other

Create and label a wheel-spoke chart identifying the roles of rule makers and authority figures. Illustrate and label a two-sided picture showing a rule being followed on one side and a rule not being followed on the opposite side. Are all rules good rules? Work with students to construct an opinion/argument to address the question. Discuss classroom/school rules and have them share why the rule is/is not a good rule.

http://sskinder.wikispaces.com/file/view/K%20Jon%20Follows%20School%20Rules%20ReadWorks.pdf/588401098/K%20Jon%20Follows%20School%20Rules%20ReadWorks.pdf

http://sskinder.wikispaces.com/file/view/K%20Who%20Is%20a%20Good%20Citizen%20At%20School%20ReadWorks.pdf/588401124/K%20Who%20Is%20a%20Good%20Citizen%20At%20School%20ReadWorks.pdf

http://sskinder.wikispaces.com/file/view/K%20Jose%20and%20the%20Blue%20Crayon%20Sharing%20ReadWorks.pdf/588401104/K%20Jose%20and%20the%20Blue%20Crayon%20Sharing%20ReadWorks.pdf

http://sskinder.wikispaces.com/file/view/Kindergarten%20Inquiry%20Rules.docx/588430192/Kindergarten%20Inquiry%20Rules.docx



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places in their lives they believe are not good rules? Is there a process for changing a rule that is not a good rule? Are there school/classroom rules that need to be changed. What are the reasons it needs to be changed?

BEFORE READING: Begin by having students brainstorm their thoughts about the question "Are all rules good rules?". Chart their responses and tell them the will revisit them at the end of the inquiry to see if there are any changes in the way they think.

DURING READING: Students will be interacting with text and images to complete formative task related to each guiding question.

AFTER READING: Provide students an opportunity to examine their knowledge of rules and how they are established and revised. They will review the class and school rules to determine if there is a need for any to be revised, added, or removed.

SCIENCE (Use with Reading U1 L1)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS K-ETS-1-1 1 Ask questions, make observations and gather information about how to solve a problem

Unit 1: Doing Science Essential Question: What is Science? How Do We Use Science Skills/Tools? Guiding Questions: How do we observe and describe things? What is the science process? What are some science tools?

Lesson 1: Big Book p. 2 “Science Skills”, TE pp. 16-17 TE p. 17 “Develop Science Concepts” Use picture cards to develop the concept of sorting Science Leveled Reader: How Do You Do Science? Lesson 2 Science Fusion- www.thinkcentral log in -home page- go to the drop down on the light blue resource bar. click science fusion- then click teacher access K Science Skills? -Unit 1 lesson 2 Lesson 3 Science Tools, Big Book p. 3 TE. pp. 24-25 TE p. 22, Song, track 13 Size, Shape, Color & Texture

Student book p. 12 “Sum It up!” Observation - Inquiry center - using Science tools Whole group assessment TE p. 32 Unit wrap-up student book p 12-Sum It Up!




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WORD STUDY (Use with Reading U1 L1)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS CCKL4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on kindergarten reading & content. CCKL5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. CCKL5c Identify real-life connections between words & their use (e.g., note places at school that are colorful).

STRATEGY: Classify & Categorize HIGH FREQUENCY WORDS: I, like (L2) SOCIAL STUDIES: flag, Pledge of Allegiance, United States, Arkansas, Little Rock, nation, liberty, justice SCIENCE: Senses, sight, blind, deaf, taste, science, touch, observe, hear TARGETED CLUSTERS/CATEGORIES: Places and Dwellings

U1L1 TE pp. T18-19, T26, T57 U1L2 TE pp. T98-T99, p. TE 49

WSG pp. 102-103

CCKRF3a Demonstrate basic knowledge of one-to-one letter- sound correspondences by producing the primary or many of the most frequent sound for each consonant. CCKRF1d Recognize & name all upper- & lowercase letters of the alphabet. CCKRF2b Count, pronounce, blend & segment syllables in spoken words CCKRF3a Demonstrate basic knowledge of 1-to-1 letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant

SPELLING/ENCODING Letters & sounds: Mm, Ss P.A.: Syllables

TWO LESSONS COMBINED: Letter M: Unit 1 TE T256-T257, T264-T265, T280-T281 Letter S: Unit 1 TE T336-T337, T344-345, T360-T362, T368

WTK 6, 10, 12, 16, 20, 22

WRITING WORKSHOP

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS GRAMMAR KL1b Use frequently occurring nouns & verbs. KL5c Identify real-life connections between words & their uses.

Names of people

pp. T20, T36, T44, T52, T58 SUW Tool B2-21b What is a Noun?

CCKSL4 Describe familiar people,

places, things, & events &, with prompting and support, provide

WRITING Sentence Writing & Drawing

SUW Lessons: 3rd Edition 3-1 Fragments & Sentences p. 102

Writing Prompt Social Studies Prompt:



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additional details.

CCKSL5 Add drawings or other visual displays to descriptions as desired to

provide additional detail.

CCKW5 With guidance & support from adults, respond to questions &

suggestions from peers & add details to

strengthen writing as needed.

3-2 3-part sentences p. 103 3-5 “For Kindergarten and Other Beginning Writers” section, p. 112 4th edition Tool B2-34a Three part sentences

Illustrate and label a two-sided picture showing a rule being followed on one side and a rule not being followed on the opposite side.

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 1 Lesson 2

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS KL1 With prompting and support, ask and answer questions about key details in a text. KI4 With prompting and support, ask and answer questions about unknown words in a text. KRI3 With prompting and support, describe the connection between two individuals, events ideas, or pieces of information. KW3 Use a combination of drawing, dictating, and writing to compose informative text in which they name what they are writing about and supply information about the topic.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Infer/Predict Fluency: Model Fluency, Pause for Punctuation Genre: Fantasy, Informational Text

Understanding Characters CLLG p. 42 Friendship/Citizenship Journeys Big Book How Do Dinosaurs Go to School? TE pp. 108-114. After each page discuss what would be appropriate behavior in the classroom. Friends at School: Interactive Read Aloud CLLG p. 43 My School Bus—Interactive Read Aloud CLLG p. 43 Bookflix—CALS (Library Card # Needed to access) “How Do Dinosaurs Go to School?” (Watch the story) Paired with “Back to School Safety” Use trade books to read about good citizenship and friendship. Use the books to create a list of words that describe characteristics of good citizenship and friendship (i.e., loyal, honest). Create a class chart and list those characteristics as you discuss them. As a class, define friend. Display definition for students to refer to during the year.



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SOCIAL STUDIES (Use with Reading Workshop: Unit 1 Lesson 2)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS C.2.K.4 Follow agreed upon rules for listening, consensus-building, and voting procedures in the classroom C.3.K.1 Recognize the need for rules and consequences

Unit 1: My School and School Community: Roles of a Citizen Essential Question: Why do I have to be responsible? Guiding Questions: What does responsibility look like? What are my responsibilities at home and school? What would happen if I weren't responsible? School Friends

Getting Along Good Citizenship

Why Do I Have To Be Responsible Inquiry BEFORE READING: To launch this inquiry, teachers should introduce the word “responsibility” and engage students in a class discussion to unpack the meaning of the word. After establishing its meaning, teachers can help students make a connection between responsibilities and jobs: What responsibilities does a bus driver have? A teacher? A school principal? This activity draws upon students’ understandings that adults have clear responsibilities and helps establish the idea that students have responsibilities as well. DURING READING: Students will work examine text and images to complete formative performance task that allow them to gather evidence on what responsibility looks like, to determine their responsibilities at home and school, and to describe what would happen if they weren't responsible. AFTER READING: Draw or write about how you can be a better member of your family and class by being responsible. Share with another classmate. Use last activity on “Voting" to discuss upcoming presidential election and connect it to how we vote for a president. Optional: As a class, plan a class community-service project to complete.

Draw a picture of themselves acting responsibly and describe the picture to a partner. Construct a class T -chart showing home based and school-based responsibilities. Construct a two-panel comic describing what would happen in school or at home if we did not carry out our responsibilities. likes me.

http://sskinder.wikispaces.com/file/view/Kindergarten%20Responsibility%20Inquiry.docx/588300119/Kindergarten%20Responsibility%20Inquiry.docx



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SCIENCE (Use with Reading Workshop: Unit 1 Lesson 2)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS K-ETS-1-1 1 Ask questions, make observations and gather information about how to solve a problem

Science Skills and Tools Lesson 4 Science Tools Science Fusion- www.thinkcentral log in -home page- go to the drop down on the light blue resource bar and click science fusion- then click the 3rd box teacher access grade K How do we use science tools? Unit 1 Lesson 3 Lesson 5 Science Tools Guided Inquiry- Teacher’s Ed p 29 Name the science tool and demonstrate how to use it #Assessment (whole group) Teacher’s Ed p 32Unit wrap-up Additional Resources www.myon.com www.cals.org https://jr.brainpop.com/science/beascientist/

Observation- Inquiry center - using Science tools Whole group assessment TE p. 32: Unit wrap-up Student book p. 12: Sum It Up!


http://www.myon.com/

http://www.cals.org/

https://jr.brainpop.com/science/beascientist/

KINDERGARTEN Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department Kindergarten Curriculum: Literacy & Integrated Content Revised 2016

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WORD STUDY (Use with Reading Workshop: Unit 1 Lesson 2)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS KRF3c Read common high-frequency words by sight KL4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on kindergarten reading & content. CCKL5 With guidance & support from adults, explore word relationships & nuances in word meanings.

STRATEGY: Synonyms ACADEMIC: Characters SOCIAL STUDIES: responsible, friend, respect, cooperate, student generated vocabulary (characteristics of being responsible) SCIENCE: tools, observe, compare, measure, sort, investigate, attribute TARGETED CLUSTERS/CATEGORIES: Tools and Machines

TE pp. T12 –T13, T16 SUW 4th edition tools: B3-15d Synonyms in Context B3-15d Synonyms in Context answers B3-15a Same-Opposite Game Word Cards B3-15b Same-Opposite Game Board

KRF2d Isolate & pronounce the initial, medial vowel, & final sounds in 3-phoneme words. KRF3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant KRF2c Blend & segment onsets & rimes of single-syllable spoken words.

SPELLING/ENCODING

Letters: Aa, Tt PA: Beginning Sounds

Onset & Rime

Unit 1 TE, pp. T93, T96-97, T103-105, T119-121, T127-T128, T135-T136

Unit 2 TE, pp. T16-T56, T96-T136


GRAMMAR KL1b Use frequently occurring nouns & verbs. KL5c Identify real-life connections between words & their uses.

SKILL Nouns for Places

Unit 1 TE, pp. T100, T116, T132, T138 SUW Tool B2-21b What is a Noun?


PROCESS WRITING. K.W.3 Use a combination of drawing, dictating, and writing to compose informative text in which they name what they are writing about and supply information about the topic.

WRITING TYPE Writing: Writing About Us; Describe familiar people, places, things, events.

SUW LESSONS & TOOLS B2-32a Complete Sentences B2-34a Three-Part Sentences B2-36a Who, What, Where, When, How,

Action B2-36b Create Sentences about a

Picture B2-36c Write Three-Part Sentences

Writing Prompt Social Studies Prompt: Describe how you can be a better member of your family or of the class by being

responsible.



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B2-36d Write Four-Part Sentences



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING (Unit 1 Lesson 3)

STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS K.L1 With prompting and support, ask and answer questions about key details in a text. K.I.4 With prompting and support, ask and answer questions about unknown words in a text. K.RI.3 With prompting and support, describe the connection between two individuals, events ideas, or pieces of information. K.W.3 Use a combination of drawing, dictating, and writing to compose informative text in which they name what they are writing about and supply information about the topic.

COMPREHENSION/FLUENCY Skill: Setting Strategy: Monitoring/Clarifying Genre: Realistic Fiction, Informational Text Fluency: Reading Rate

Anchor Lesson CLLG LESSON Setting p. 44 Bookflix Paired Books Lesson—Use to reinforce this week's skill lesson on setting and to introduce map skills. We Need Directions/Hansel and Gretel Bookflix Paired Books Lesson http://www.cals.lib.ar.us/ Fairy Tale Maps Lesson Plan--- Read or watch a video of the book Jolly Postman by Janet and Allan Ahlberg will be needed. Jolly Postman—Youtube Read-Aloud Other fairy tales could be used for this lesson.

Students and teachers create map of one of the books read.

SOCIAL STUDIES

STANDARDS FOCUS TASK/RESOURCES/MATERIALS ASSESSMENTS C.2.K.2 Discuss the responsibilities of being a good citizen. C.2.K.4 Follow agreed upon rules for listening, consensus-building, and voting procedures in the classroom C.3.K.3 Discuss the importance of problem solving related to classroom issues

My School and School Community: Maps and Our Surroundings Essential Question(s): 1. Where Am I? 2. How can maps and other geographic

tools be used to locate places in the classroom, school and home?

Guiding Questions:

Where do I live and attend school?

What should a map include to help us locate where places and things are?

How can I use positional words to describe my surroundings?

Introduce Places and People at School BEFORE READING: Using a map and Google Earth show students the state, city and neighborhood in which their school is located. Use the satellite and street view. Zoom in on the school. Introduce how maps can be used to locate places and people. Tell students that they are going to read a book that has a lot of different versions and have them to share books they have read about the Gingerbread Man. Read the traditional version of the Gingerbread Man to the class or provide students with a summary of the book. Introduce The Gingerbread Man Loose on the School by Laura Murray and make a list of possible places the Gingerbread Man might go if he was loose in the school. DURING READING: Read Aloud or watch a video of the book being read aloud. As you read, stop to discuss the different places he goes. Gingerbread Man Loose in the School Video

Discuss the name of your school—Harcourt TE Arkansas Connections “Your School” (Back of book). Draw a picture of your school and write its name. Be able to recognize home address, city, and state in which you live. Draw a picture of the classroom and talk about its parts. Use words related to location to discuss. I.e. up/down, here/there

http://sskinder.wikispaces.com/file/view/We%20Need%20Directions%20Hansel%20and%20Gretel%20Bookflix%20Lesson.pdf/588438184/We%20Need%20Directions%20Hansel%20and%20Gretel%20Bookflix%20Lesson.pdf


http://www.uen.org/Lessonplan/preview.cgi?LPid=18787

https://www.youtube.com/watch?v=rQVYLU153uM

https://www.youtube.com/watch?v=rQVYLU153uM

https://doc-0c-64-apps-viewer.googleusercontent.com/viewer/secure/pdf/87jl3ih96b68imlnc562s62jqicgsall/8gc2afvk2beo02bstbnphj3ceq7ho2i4/1431626400000/drive/02732148113989651039/ACFrOgAzsaif3AHtYfuCjxd7Wzjwim7mXdIvD5GOUECX1KSZ4JLG-qEUraBG5Qmq-ymCaO24YdagH3rDeupAQqYeqQA5lMq3Wgofb-Ei0rPFPYRF3dYd9TsZXKp5KHs=?print=true&nonce=2m7v12jb0olfa&user=02732148113989651039&hash=qvq24r2m7jd247clt3p7hdae9j2o7i7b

https://www.youtube.com/watch?v=hmVK5Qj_gD8



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AFTER READING: Show students a map of their school and locate your classroom. Make a list of places and people in the school. Use the lesson below and the clues provided to take students on a hunt for the Gingerbread Man throughout the school. Modify the clues and activity as needed. Story Map: The Gingerbread Manhunt (Any version of the story) A map of the school will be needed. Gingerbread Man and School Hunt : A Teacher’s Guide ( The Gingerbread Man Loose in the School by Laura Murray) Teacher Clues for the Gingerbread School Hunt Teacher Printable Clues for School Hunt Ask students questions using positional words such as "What's above the door?", What is to the left of the reading center?" Or "What is near the bathroom?" Position Word Flash Cards

SCIENCE (Use with Reading Workshop: Unit 1 Lesson 3)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS K-LS1-1 Use observation to describe what plants and animals need.

Unit 2: Animals Essential Question: What are living things? Guiding Questions: What is a living thing? What is a nonliving thing?

Lesson 1 Big Book Living and Non-living p. 4 TE pp. 40-41 Intro Science Vocab. Science Fusion- www.thinkcentral log in -home page- click science fusion- then click the 3rd box teacher access K Unit 2 Lesson 4: What are living things? Living/Non living Lesson 2 Student book pp. 14-15 www.smartexchange –science-Kindergarten-living vs. nonliving (the first activity on the smart exchange) Lesson 3 Trade Book (teacher’s choice) Living vs. Nonliving Science Leveled Readers- What Can We Learn about Animals?

Assessment-T chart draw/label

http://sskinder.wikispaces.com/file/view/TE%20Guide%20Gingerbread%20Man%20Loose.pdf/588400966/TE%20Guide%20Gingerbread%20Man%20Loose.pdf

http://sskinder.wikispaces.com/file/view/TE%20Guide%20Gingerbread%20Man%20Loose.pdf/588400966/TE%20Guide%20Gingerbread%20Man%20Loose.pdf

http://sskinder.wikispaces.com/file/view/Gingerbread%20Man%20Hunt%20Cues.pdf/588400890/Gingerbread%20Man%20Hunt%20Cues.pdf

http://sskinder.wikispaces.com/file/view/Gingerbread%20Man%20Hunt%20Printable%20Clues.pdf/588400894/Gingerbread%20Man%20Hunt%20Printable%20Clues.pdf

http://sskinder.wikispaces.com/file/view/Position%20Word%20Flash%20Cards.docx/588401356/Position%20Word%20Flash%20Cards.docx


http://www.smartexchange/



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WORD STUDY (Use with Reading Workshop: Unit 1 Lesson 3)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS CCKRF3c Read common high- frequency words by sight

CCKL4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on kindergarten reading & content.

CCKL5 With guidance & support from adults, explore word relationships & nuances in word meanings. d. Distinguish shades of meaning among

verbs describing the same general action. (e.g., walk, march)

STRATEGY: Synonyms ACADEMIC: synonyms, settings, events SOCIAL STUDIES: map, legend, key, symbol, compass rose, address, Little Rock, Arkansas, North America, United States, directional words (i.e., right, left, up, down, across) SCIENCE: living, non-living TARGETED CLUSTERS/CATEGORIES: Motion and Actions, Names for places

SUW 4th edition tools: B3-15d Synonyms in Context B3-15d Synonyms in Context answers TE p. T209

KRF1d Recognize & name letters KRF2d Isolate & pronounce initial, medial

vowel, & final sounds in 3-phoneme words. KRF3a Demonstrate basic knowledge of 1-to-1 letter-sound correspondences by producing the primary or most frequent sound for consonants

SPELLING/ENCODING

Letters: Cc, Pp P.A.: Onset & Rime

Unit 2 pp. T176-T216, T256-296 Unit 2 pp. T93, T103, T119, T127, T135

WRITING WORKSHOP

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS KL1bUse frequently occurring nouns & verbs

Nouns for Animals & Things pp. T180, T196, T204, T212, T218 SUW Tool B2-21b What is a Noun?


PROCESS WRITING

KSL4 Describe familiar people, places, things, events, &, with prompting & support, provide additional details.

WRITING TYPE Sentences: Labeling and Describing

Daily 5, “Work on Writing”, p. 80 Journeys TE53 Writing Labels SUW 4th edition tools: B2-32a Complete Sentences B2-34a Three-Part Sentences B2-36a Who, What, Where, When, How, Action B2-36d Write Four-Part Sentences

Science Prompt Make a “How Things Feel” book to describe different textures Generate summary sentences about science tools, TE p. 28 write an experience story (whole group) Social Studies Prompt: Draw a picture of the classroom and label the drawing. Draw a picture of the school and identify the location of your classroom. Use directional words to explain the drawing.

kindergarten curriculum map: literacy & integrated content integrated map... · 2016-09-07 ·...

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