U N IT P LAN N IN G T EMP LAT E

GRADE  K/Unit  #  1                                                                            Duration  of  Unit:  ________________________________________    Focus  Standards  for  Unit:      LANGUAGE:    CC.K.L.1.a  Print  many  upper-­‐  and  lowercase  letters.  CC.K.L.1.b  Use  frequently  occurring  nouns  and  verbs.  CC.K.L.5.a  Sort  common  objects  into  categories  (e.g.,  shapes,  foods)  to  gain  a  sense  of  the  concepts  the  categories  represent.  CC.K.L.5.d  Distinguish  shades  of  meaning  among  verbs  describing  the  same  general  action  (e.g.,  walk,  march,  strut,  prance)  by  acting  out  the  meanings.  CC.K.L.6  Use  words  and  phrases  acquired  through  conversations,  reading  and  being  read  to,  and  responding  to  texts.    READING  LITERARY  CC.K.R.L.1  With  prompting  and  support,  ask  and  answer  questions  about  key  details  in  a  text.  CC.K.R.L.2  With  prompting  and  support,  retell  familiar  stories,  including  key  details.  CC.K.R.L.5  Recognize  common  types  of  texts  (e.g.,  storybooks,  poems).  CC.K.R.L.6  With  prompting  and  support,  name  the  author  and  illustrator  of  a  story  and  define  the  role  of  each  in  telling  the  story.  CC.K.R.L.7  With  prompting  and  support,  describe  the  relationship  between  illustrations  and  the  story  in  which  they  appear  (e.g.,  what  moment  in  a  story  an  illustration  depicts).  CC.K.R.L.10  Actively  engage  in  group  reading  activities  with  purpose  and  understanding.    READING  INFORMATION    CC.K.R.I.1  With  prompting  and  support,  ask  and  answer  questions  about  key  details  in  a  text.  CC.K.R.I.3  With  prompting  and  support,  describe  the  connection  between  two  individuals,  events,  ideas,  or  pieces  of  information  in  a  text.  CC.K.R.I.5  Identify  the  front  cover,  back  cover,  and  title  page  of  a  book.  CC.K.R.I.10  Actively  engage  in  group  reading  activities  with  purpose  and  understanding.    WRITING  CC.K.W.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.  CC.K.W.3  Use  a  combination  of  drawing,  dictating,  and  writing  to  narrate  a  single  event  or  several  loosely  linked  events,  tell  about  the  events  in  the  order  in  which  they  occurred,  and  provide  a  reaction  to  what  happened.          

 

 

Essential  Questions:      

Materials/Lesson  Resources:    Literacy  by  Design  Houghton  Mifflin  Reading  Read  Alouds/Picture  Books  (e.g.  The  Kissing  Hand,  Chrysanthemum,  Mrs.  Bindergarten  Goes  to  Kindergarten,  If  You  Take  a  Mouse  to  School,  I  Like  Me,  etc.)  Nursery  Rhymes  Name  Games  (charts,  chants,  songs,    letter  sorts)  Saxon  Phonics  Fountas  and  Pinnell  Phonics  Building  Blocks  Trait  Crates  Lucy  Calkins  Handwriting  Without  Tears  Interactive  Writing  by  McCarrier,  Pinnell,              and  Fountas  (0-­‐325-­‐00209-­‐6)              www.heinemann.com  Literacy  Work  Stations  by  Diller              (1-­‐57110-­‐353-­‐8)  www.stenhouse.com  Songs  by  Dr.  Jean    www.drjean.org  www.readingeggs.com  www.hubbardscupboard.com  www.readinga-­‐z.com  www.starfall.com  www.pbskids.org  Secret  Stories  Leveled  Bookroom  Books  StartUp/BuildUp  Phonics              www.benchmarkeducation.com    

Essential  Vocabulary:  • Details  • Text  • Questions  • Ask  • Answer  • Compare  • Contrast  • Events  • People  • Poem  • Video  • Front  cover  • Back  cover  • Title  page  • Title  • Locate  • Spine  • Heading  • Bold  text  • Table  of  contents  • Glossaries  • Story  • Nonfiction  • Text  • Identify  • Headline  • Midline  • Baseline  • Uppercase  • Capital    • Lowercase    • Nouns  • Verbs  • Sentence  • Thoughts  

Unit  Organizer:          

 

• People,  places,  things  Action  

• Same  • Different  • Categories  • Objects  • Sort  • Group  • Demonstrate  • Movement  • Word  • Meaning  • Action  • Show  • Responding  • Phrases  • Book  • Story  • Characters  • Settings  • Events  • Problem  • Solution  • Beginning,  middle,  end  • Past,  present,  future  • First,  next,  last  • Story  • Poem  • Nursery  rhyme  • Fairy  tale  • Label  • Sign  • Magazine  • Newspaper  • Fiction  • Nonfiction  • Make  believe  • Real  • Predictions  • Illustrations  • Pictures  

 

• Sequence  • Events  • Order  • Predictions  • Describe  • Story  • Poem  • Nursery  rhyme  • Fairy  tale  • Fiction  • Nonfiction  • Realistic  fiction  • Reaction  • Small  moment  • Event  • Order  • Sequence    • Thoughts    • Draw  • Illustrate  • Information  • Tell  • Share  

   CULMINATING  PRODUCT  AND/OR  PERFORMANCE  

Group:    

   

Presentation  Audience:  ____Class                                              ____Experts  ____School                                        ____Web  ____Community                      ____Personal            ____Other:  ___________________  

Individual:    

 

Resources  Needed:  

On-­‐site  people,  facilities:   Equipment:          

Materials:    

Community  Resources:    

 

READING  STRATEGIES    TEACHING  TOOLS  ¨ PK    Making  connections  

to/activating  prior  knowledge;  developing  schema  

¨ I/P    Inferring  and  predicting    ¨ Q    Asking  questions    ¨ S    Determining  important  ideas  and  

summarizing  ¨ V    Visualizing    ¨ S/R    Synthesizing  and  retelling    ¨ M/C    Monitoring/clarifying  

understanding  of  text    *The  letters  in  bold  indicate  an  abbreviation  each  reading  strategy,    The  strategies  are  coded  to  the  comprehension  and/or  vocabulary  teaching  tools  that  support  them.  

Increasing  Comprehension   Expanding  Vocabulary  Cues,  Questions  and  Advance  Organizers  

¨ Anticipation/Reaction  Guide  (PK,  Q,  M/C,)  ¨ Question/Answer/Relationship  (PK,  I/P,  Q,  S,  M/C  )  ¨ Skimming  (PK,  I/P,  V,  S/R)  

Non-­‐linguistic  Representations  ¨ Pattern  Organizers    (S,  V)  ¨ Mind  Mapping  (Q,  V,  S/R,  M/C)  ¨ Pictograph  (PK,  V)  

Identifying  Similarities  and  Differences  ¨ Comparison  Matrix  Chart  (PK,  S)  ¨ Comparison  Guide  Map  (PK,  S,  V,  S/R,  M/C)  ¨ Graphic  Organizer  for  Analogies  and  Metaphors  (I/P,  S,  V)  ¨ Student  or  Teacher-­‐Generated  Classification  Graphic  

Organizer  (dependent  on  graphic  organizer)  Summarizing  and  Note  taking    

¨ Cornell  Notes  (Q,  S,  MC)  ¨ Note  Taking  Using  Both  Sides  of  the  Brain  (PK,  S,  V,  M/C)  ¨ Summary  Frame  (Dependent  on  frame)  ¨ Rule-­‐Based  Strategy  (Q,  S,  M/C)  

Vocabulary  Activities  ¨ Word  Storm  (PK,  I/P)  ¨ Closed  /Open  Word  Sort  (PK,  Q,  S,  V,  S/R)  ¨ Three-­‐Way  Tie  (PK,  I/P,  Q,  V,  M/C)  ¨ Connect  the  Words  (PK,  I/P,  Q,  V,  S/R,  M/C)  ¨ LitFig  (PK,  I/P,  Q,  V,  M/C)  ¨ Four  Square  Vocabulary  Map/Frayer  

Model  (PK,  V,  M/C)    ¨ Word  Questioning  (PK,  I/P,  Q,  S,  V,  S/R,  

M/C)  ¨ Text  Impressions  (PK,  I/P,  Q)  ¨ Cinquain  (PK,  S,  V,  S/R.  M/C)  ¨ Rate  Your  Knowledge  (P/K,  I/P,  Q/  M/C)  ¨ Vocabulary  Tree  (PK,  M/C)  Vocabulary  Games  ¨ Password  (PK,  I/P,  V,  S/R)  ¨ Memory  (PK,  MC)  ¨ Most  Important  Word  (PK,  I/P,  Q,  S)  

 

COMMUNICATION   ASSESSMENTS  Writing   Formative  

¨ Writing  to  Learn:  emphasizes  the  students’  thinking  in  an  informal  form  (e.g.  any  KCLM  teaching  tool  that  requires  writing)  .  

¨ Writing  to  Demonstrate  Learning:    intended  to  assess  learning  of  content  or  ability  to  complete  a  task  (e.g.  exit  slips,  rough  drafts,  student-­‐generated  graphic  organizer).  

¨ Writing  for  Authentic  Purposes;  intended  to  develop  skills  in  communication  and  to  promote  learning  and  thinking  (e.g.  articles,  letters,  editorials,  written  projects,  blogs,  web  pages).  

¨ Student  Goal-­‐setting  ¨ Journal/Learning  Log    ¨ Graphic  Organizers  ¨ Rough  Drafts                                                                                                                                            ¨ Checklists  (Introducing,  Progressing,  

Mastering,  etc.)  ¨ Review  Games/Activities  ¨ Teacher  Questioning  ¨ Exit  Slips/Activities    ¨ Student  Practice  Activities/Exercise  

¨ Student  Partner  Talk  (Think-­‐Pair-­‐Share;  Turn  &  Talk)  ¨ Preliminary  Plans/  Outlines/  Prototypes    ¨ PBL  Progress  Work  Report  :  Individual  ¨ PBL  Progress  Work  Report:  Group  ¨ Practice  Presentation  ¨ Quizzes/Tests                                                                                                                                                            ¨ Teacher’s  Anecdotal  Notes    ¨ Role-­‐Playing  ¨ One-­‐on-­‐one  Student/Teacher  Conference  ¨ Other      ________________    

Speaking   Summative  ¨ Paired  Discussion  ¨ Group  Discussion  ¨ Presenting  to  an  Audience  

¨ Written  Project,  with  Rubric  ¨ Oral  Presentation,  with  Rubric  ¨ On-­‐Demand  Writing  ¨ Test  

¨ Peer  Evaluation    ¨ Self-­‐Evaluation  ¨ Other    __________________  

 

U N IT P LAN N IN G T EMP LAT E GRADE  K/Unit  #  2                                                                            Duration  of  Unit:  ________________________________________    Focus  Standards  for  Unit:      LANGUAGE:    CC.K.L.1.a  Print  many  upper-­‐  and  lowercase  letters.  CC.K.L.1.b  Use  frequently  occurring  nouns  and  verbs.  CC.K.L.1.d  Understand  and  use  question  words  (interrogatives)  (e.g.,  who,  what,  where,  when,  why,  how).  CC.K.L.1.e  Use  the  most  frequently  occurring  prepositions  (e.g.,  to,  from,  in,  out,  on,  off,  for,  of,  by,  with).  CC.K.L.1.f  Produce  and  expand  complete  sentences  in  shared  language  activities.  CC.K.L.2.a  Capitalize  the  first  word  in  a  sentence  and  the  pronoun  I.  CC.K.L.2.b  Recognize  and  name  end  punctuation.  CC.K.L.2.c  Write  a  letter  or  letters  for  most  consonant  and  short-­‐vowel  sounds  (phonemes).  CC.K.L.5.a  Sort  common  objects  into  categories  (e.g.,  shapes,  foods)  to  gain  a  sense  of  the  concepts  the  categories  represent.  CC.K.L.5.b  Demonstrate  understanding  of  frequently  occurring  verbs  and  adjectives  by  relating  them  to  their  opposites  (antonyms).  CC.K.L.5.c  Identify  real-­‐life  connections  between  words  and  their  use  (e.g.,  note  places  at  school  that  are  colorful).  CC.K.L.6  Use  words  and  phrases  acquired  through  conversations,  reading  and  being  read  to,  and  responding  to  texts.    READING  LITERARY  CC.K.R.L.1  With  prompting  and  support,  ask  and  answer  questions  about  key  details  in  a  text.  CC.K.R.L.2  With  prompting  and  support,  retell  familiar  stories,  including  key  details.  CC.K.R.L.3  With  prompting  and  support,  identify  characters,  settings,  and  major  events  in  a  story.  CC.K.R.L.4  Ask  and  answer  questions  about  unknown  words  in  a  text.  CC.K.R.L.5  Recognize  common  types  of  texts  (e.g.,  storybooks,  poems).  CC.K.R.L.7  With  prompting  and  support,  describe  the  relationship  between  illustrations  and  the  story  in  which  they  appear  (e.g.,  what  moment  in  a  story  an  illustration  depicts).  CC.K.R.L.10  Actively  engage  in  group  reading  activities  with  purpose  and  understanding.    READING  INFORMATION    CC.K.R.I.2  With  prompting  and  support,  identify  the  main  topic  and  retell  key  details  of  a  text.  CC.K.R.I.4  With  prompting  and  support,  ask  and  answer  questions  about  unknown  words  in  a  text.  CC.K.R.I.10  Actively  engage  in  group  reading  activities  with  purpose  and  understanding.    WRITING  CC.K.W.1  Use  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  .  .    CC.K.W.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.  CC.K.W.3  Use  a  combination  of  drawing,  dictating,  and  writing  to  narrate  a  single  event  or  several  loosely  linked  events,  tell  about  the  events  in  the  order  in  which  they  

 

occurred,  and  provide  a  reaction  to  what  happened.  CC.K.W.7  Participate  in  shared  research  and  writing  projects  (e.g.,  explore  a  number  of  books  by  a  favorite  author  and  express  opinions  about  them).  CC.K.W.8  With  guidance  and  support  from  adults,  recall  information  from  experiences  or  gather  information  from  provided  sources  to  answer  a  question.    Essential  Questions:      Materials/Lesson  Resources:    Literacy  by  Design  Houghton  Mifflin  Reading  Read  Alouds/Picture  Books  (e.g.  The  Kissing  Hand,  Chrysanthemum,  Mrs.  Bindergarten  Goes  to  Kindergarten,  If  You  Take  a  Mouse  to  School,  I  Like  Me)  Nursery  Rhymes  Name  Games  (charts,  chants,  songs,    letter  sorts)  Saxon  Phonics  Fountas  and  Pinnell  Phonics  Building  Blocks  Trait  Crates  Lucy  Calkins  Handwriting  Without  Tears  Interactive  Writing  by  McCarrier,  Pinnell,              and  Fountas  (0-­‐325-­‐00209-­‐6)              www.heinemann.com  Literacy  Work  Stations  by  Diller              (1-­‐57110-­‐353-­‐8)  www.stenhouse.com  Songs  by  Dr.  Jean    www.drjean.org  www.readingeggs.com  www.hubbardscupboard.com  www.readinga-­‐z.com  www.starfall.com  www.pbskids.org  Secret  Stories  Leveled  Bookroom  Books  StartUp/BuildUp  Phonics              www.benchmarkeducation.com  

Essential  Vocabulary:    

Unit  Organizer:          

 

CULMINATING  PRODUCT  AND/OR  PERFORMANCE  Group:    

   

Presentation  Audience:  ____Class                                              ____Experts  ____School                                        ____Web  ____Community                      ____Personal            ____Other:  ___________________  

Individual:    

 

Resources  Needed:  

On-­‐site  people,  facilities:   Equipment:                

Materials:    

Community  Resources:    

READING  STRATEGIES    TEACHING  TOOLS  ¨ PK    Making  connections  

to/activating  prior  knowledge;  developing  schema  

¨ I/P    Inferring  and  predicting    ¨ Q    Asking  questions    ¨ S    Determining  important  ideas  and  

summarizing  ¨ V    Visualizing    ¨ S/R    Synthesizing  and  retelling    ¨ M/C    Monitoring/clarifying  

understanding  of  text    *The  letters  in  bold  indicate  an  abbreviation  each  reading  strategy,    The  strategies  are  coded  to  the  comprehension  and/or  vocabulary  teaching  tools  that  support  them.  

Increasing  Comprehension   Expanding  Vocabulary  Cues,  Questions  and  Advance  Organizers  

¨ Anticipation/Reaction  Guide  (PK,  Q,  M/C,)  ¨ Question/Answer/Relationship  (PK,  I/P,  Q,  S,  M/C  )  ¨ Skimming  (PK,  I/P,  V,  S/R)  

Non-­‐linguistic  Representations  ¨ Pattern  Organizers    (S,  V)  ¨ Mind  Mapping  (Q,  V,  S/R,  M/C)  ¨ Pictograph  (PK,  V)  

Identifying  Similarities  and  Differences  ¨ Comparison  Matrix  Chart  (PK,  S)  ¨ Comparison  Guide  Map  (PK,  S,  V,  S/R,  M/C)  ¨ Graphic  Organizer  for  Analogies  and  Metaphors  (I/P,  S,  V)  ¨ Student  or  Teacher-­‐Generated  Classification  Graphic  

Organizer  (dependent  on  graphic  organizer)  Summarizing  and  Note  taking    

¨ Cornell  Notes  (Q,  S,  MC)  ¨ Note  Taking  Using  Both  Sides  of  the  Brain  (PK,  S,  V,  M/C)  ¨ Summary  Frame  (Dependent  on  frame)  ¨ Rule-­‐Based  Strategy  (Q,  S,  M/C)  

Vocabulary  Activities  ¨ Word  Storm  (PK,  I/P)  ¨ Closed  /Open  Word  Sort  (PK,  Q,  S,  V,  S/R)  ¨ Three-­‐Way  Tie  (PK,  I/P,  Q,  V,  M/C)  ¨ Connect  the  Words  (PK,  I/P,  Q,  V,  S/R,  M/C)  ¨ LitFig  (PK,  I/P,  Q,  V,  M/C)  ¨ Four  Square  Vocabulary  Map/Frayer  

Model  (PK,  V,  M/C)    ¨ Word  Questioning  (PK,  I/P,  Q,  S,  V,  S/R,  

M/C)  ¨ Text  Impressions  (PK,  I/P,  Q)  ¨ Cinquain  (PK,  S,  V,  S/R.  M/C)  ¨ Rate  Your  Knowledge  (P/K,  I/P,  Q/  M/C)  ¨ Vocabulary  Tree  (PK,  M/C)  Vocabulary  Games  ¨ Password  (PK,  I/P,  V,  S/R)  ¨ Memory  (PK,  MC)  ¨ Most  Important  Word  (PK,  I/P,  Q,  S)  

 

 

COMMUNICATION   ASSESSMENTS  Writing   Formative  

¨ Writing  to  Learn:  emphasizes  the  students’  thinking  in  an  informal  form  (e.g.  any  KCLM  teaching  tool  that  requires  writing)  .  

¨ Writing  to  Demonstrate  Learning:    intended  to  assess  learning  of  content  or  ability  to  complete  a  task  (e.g.  exit  slips,  rough  drafts,  student-­‐generated  graphic  organizer).  

¨ Writing  for  Authentic  Purposes;  intended  to  develop  skills  in  communication  and  to  promote  learning  and  thinking  (e.g.  articles,  letters,  editorials,  written  projects,  blogs,  web  pages).  

¨ Student  Goal-­‐setting  ¨ Journal/Learning  Log    ¨ Graphic  Organizers  ¨ Rough  Drafts                                                                                                                                            ¨ Checklists  (Introducing,  Progressing,  

Mastering,  etc.)  ¨ Review  Games/Activities  ¨ Teacher  Questioning  ¨ Exit  Slips/Activities    ¨ Student  Practice  Activities/Exercise  

¨ Student  Partner  Talk  (Think-­‐Pair-­‐Share;  Turn  &  Talk)  ¨ Preliminary  Plans/  Outlines/  Prototypes    ¨ PBL  Progress  Work  Report  :  Individual  ¨ PBL  Progress  Work  Report:  Group  ¨ Practice  Presentation  ¨ Quizzes/Tests                                                                                                                                                            ¨ Teacher’s  Anecdotal  Notes    ¨ Role-­‐Playing  ¨ One-­‐on-­‐one  Student/Teacher  Conference  ¨ Other      ________________    

Speaking   Summative  ¨ Paired  Discussion  ¨ Group  Discussion  ¨ Presenting  to  an  Audience  

¨ Written  Project,  with  Rubric  ¨ Oral  Presentation,  with  Rubric  ¨ On-­‐Demand  Writing  ¨ Test  

¨ Peer  Evaluation    ¨ Self-­‐Evaluation  ¨ Other    __________________  

 

 

 

 

 

 

 

 

 

 

 

 

 

U N IT P LAN N IN G T EMP LAT E GRADE  K/Unit  #  3                                                                            Duration  of  Unit:  ________________________________________    Focus  Standards  for  Unit:      LANGUAGE:    CC.K.L.1.b  Use  frequently  occurring  nouns  and  verbs.  CC.K.L.1.c  Form  regular  plural  nouns  orally  by  adding  /s/  or  /es/  (e.g.,  dog,  dogs;  wish,  wishes)  CC.K.L.1.d  Understand  and  use  question  words  (interrogatives)  (e.g.,  who,  what,  where,  when,  why,  how).  CC.K.L.1.e  Use  the  most  frequently  occurring  prepositions  (e.g.,  to,  from,  in,  out,  on,  off,  for,  of,  by,  with).  CC.K.L.1.f  Produce  and  expand  complete  sentences  in  shared  language  activities.  CC.K.L.2.a  Capitalize  the  first  word  in  a  sentence  and  the  pronoun  I.  CC.K.L.2.b  Recognize  and  name  end  punctuation.  CC.K.L.2.d  Spell  simple  words  phonetically,  drawing  on  knowledge  of  sound-­‐letter  relationships.  CC.K.L.4.a  Identify  new  meanings  for  familiar  words  and  apply  them  accurately  (e.g.,  knowing  duck  is  a  bird  and  learning  the  verb  to  duck).  CC.K.L.5.a  Sort  common  objects  into  categories  (e.g.,  shapes,  foods)  to  gain  a  sense  of  the  concepts  the  categories  represent.  CC.K.L.5.b  Demonstrate  understanding  of  frequently  occurring  verbs  and  adjectives  by  relating  them  to  their  opposites  (antonyms).  CC.K.L.6  Use  words  and  phrases  acquired  through  conversations,  reading  and  being  read  to,  and  responding  to  texts.    READING  LITERARY  CC.K.R.L.1  With  prompting  and  support,  ask  and  answer  questions  about  key  details  in  a  text.  CC.K.R.L.2  With  prompting  and  support,  retell  familiar  stories,  including  key  details.  CC.K.R.L.4  Ask  and  answer  questions  about  unknown  words  in  a  text.  CC.K.R.L.5  Recognize  common  types  of  texts  (e.g.,  storybooks,  poems).  CC.K.R.L.9  With  prompting  and  support,  compare  and  contrast  the  adventures  and  experiences  of  characters  in  familiar  stories.  CC.K.R.L.10  Actively  engage  in  group  reading  activities  with  purpose  and  understanding.    READING  INFORMATION    CC.K.R.I.2  With  prompting  and  support,  identify  the  main  topic  and  retell  key  details  of  a  text.  CC.K.R.I.3  With  prompting  and  support,  describe  the  connection  between  two  individuals,  events,  ideas,  or  pieces  of  information  in  a  text.  CC.K.R.I.4  With  prompting  and  support,  ask  and  answer  questions  about  unknown  words  in  a  text.  CC.K.R.I.6  Name  the  author  and  illustrator  of  a  text  and  define  the  role  of  each  in  presenting  the  ideas  or  information  in  a  text.  CC.K.R.I.7  With  prompting  and  support,  describe  the  relationship  between  illustrations  and  the  text  in  which  they  appear  (e.g.,  what  person,  place,  thing,  or  idea  in  the  text  an  illustration  depicts).  CC.K.R.I.10  Actively  engage  in  group  reading  activities  with  purpose  and  understanding.    WRITING  CC.K.W.1  Use  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  .  .    CC.K.W.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.  CC.K.W.3  Use  a  combination  of  drawing,  dictating,  and  writing  to  narrate  a  single  event  or  several  loosely  linked  events,  tell  about  the  events  in  the  order  in  which  they  occurred,  and  provide  a  reaction  to  what  happened.  CC.K.W.8  With  guidance  and  support  from  adults,  recall  information  from  experiences  or  gather  information  from  provided  sources  to  answer  a  question.    Essential  Questions:      Materials/Lesson  Resources:    Literacy  by  Design  Houghton  Mifflin  Reading  Read  Alouds/Picture  Books  (e.g.  The  Kissing  Hand,  Chrysanthemum,  Mrs.  Bindergarten  Goes  to  Kindergarten,  If  You  Take  a  Mouse  to  School,  I  Like  Me)  Nursery  Rhymes  Name  Games  (charts,  chants,  songs,    letter  sorts)  Saxon  Phonics  Fountas  and  Pinnell  Phonics  Building  Blocks  Trait  Crates  Lucy  Calkins  Handwriting  Without  Tears  Interactive  Writing  by  McCarrier,  Pinnell,              and  Fountas  (0-­‐325-­‐00209-­‐6)              www.heinemann.com  Literacy  Work  Stations  by  Diller              (1-­‐57110-­‐353-­‐8)  www.stenhouse.com  Songs  by  Dr.  Jean    www.drjean.org  www.readingeggs.com  www.hubbardscupboard.com  www.readinga-­‐z.com  www.starfall.com  www.pbskids.org  Secret  Stories  Leveled  Bookroom  Books  StartUp/BuildUp  Phonics              www.benchmarkeducation.com  

Essential  Vocabulary:    

Unit  Organizer:          

 

CULMINATING  PRODUCT  AND/OR  PERFORMANCE  Group:    

   

Presentation  Audience:  ____Class                                              ____Experts  ____School                                        ____Web  ____Community                      ____Personal            ____Other:  ___________________  

Individual:    

 

Resources  Needed:  

On-­‐site  people,  facilities:   Equipment:                

Materials:    

Community  Resources:    

READING  STRATEGIES    TEACHING  TOOLS  ¨ PK    Making  connections  

to/activating  prior  knowledge;  developing  schema  

¨ I/P    Inferring  and  predicting    ¨ Q    Asking  questions    ¨ S    Determining  important  ideas  and  

summarizing  ¨ V    Visualizing    ¨ S/R    Synthesizing  and  retelling    ¨ M/C    Monitoring/clarifying  

understanding  of  text    *The  letters  in  bold  indicate  an  abbreviation  each  reading  strategy,    The  strategies  are  coded  to  the  comprehension  and/or  vocabulary  teaching  tools  that  support  them.  

Increasing  Comprehension   Expanding  Vocabulary  Cues,  Questions  and  Advance  Organizers  

¨ Anticipation/Reaction  Guide  (PK,  Q,  M/C,)  ¨ Question/Answer/Relationship  (PK,  I/P,  Q,  S,  M/C  )  ¨ Skimming  (PK,  I/P,  V,  S/R)  

Non-­‐linguistic  Representations  ¨ Pattern  Organizers    (S,  V)  ¨ Mind  Mapping  (Q,  V,  S/R,  M/C)  ¨ Pictograph  (PK,  V)  

Identifying  Similarities  and  Differences  ¨ Comparison  Matrix  Chart  (PK,  S)  ¨ Comparison  Guide  Map  (PK,  S,  V,  S/R,  M/C)  ¨ Graphic  Organizer  for  Analogies  and  Metaphors  (I/P,  S,  V)  ¨ Student  or  Teacher-­‐Generated  Classification  Graphic  

Organizer  (dependent  on  graphic  organizer)  Summarizing  and  Note  taking    

¨ Cornell  Notes  (Q,  S,  MC)  ¨ Note  Taking  Using  Both  Sides  of  the  Brain  (PK,  S,  V,  M/C)  ¨ Summary  Frame  (Dependent  on  frame)  ¨ Rule-­‐Based  Strategy  (Q,  S,  M/C)  

Vocabulary  Activities  ¨ Word  Storm  (PK,  I/P)  ¨ Closed  /Open  Word  Sort  (PK,  Q,  S,  V,  S/R)  ¨ Three-­‐Way  Tie  (PK,  I/P,  Q,  V,  M/C)  ¨ Connect  the  Words  (PK,  I/P,  Q,  V,  S/R,  M/C)  ¨ LitFig  (PK,  I/P,  Q,  V,  M/C)  ¨ Four  Square  Vocabulary  Map/Frayer  

Model  (PK,  V,  M/C)    ¨ Word  Questioning  (PK,  I/P,  Q,  S,  V,  S/R,  

M/C)  ¨ Text  Impressions  (PK,  I/P,  Q)  ¨ Cinquain  (PK,  S,  V,  S/R.  M/C)  ¨ Rate  Your  Knowledge  (P/K,  I/P,  Q/  M/C)  ¨ Vocabulary  Tree  (PK,  M/C)  Vocabulary  Games  ¨ Password  (PK,  I/P,  V,  S/R)  ¨ Memory  (PK,  MC)  ¨ Most  Important  Word  (PK,  I/P,  Q,  S)  

 

 

COMMUNICATION   ASSESSMENTS  Writing   Formative  

¨ Writing  to  Learn:  emphasizes  the  students’  thinking  in  an  informal  form  (e.g.  any  KCLM  teaching  tool  that  requires  writing)  .  

¨ Writing  to  Demonstrate  Learning:    intended  to  assess  learning  of  content  or  ability  to  complete  a  task  (e.g.  exit  slips,  rough  drafts,  student-­‐generated  graphic  organizer).  

¨ Writing  for  Authentic  Purposes;  intended  to  develop  skills  in  communication  and  to  promote  learning  and  thinking  (e.g.  articles,  letters,  editorials,  written  projects,  blogs,  web  pages).  

¨ Student  Goal-­‐setting  ¨ Journal/Learning  Log    ¨ Graphic  Organizers  ¨ Rough  Drafts                                                                                                                                            ¨ Checklists  (Introducing,  Progressing,  

Mastering,  etc.)  ¨ Review  Games/Activities  ¨ Teacher  Questioning  ¨ Exit  Slips/Activities    ¨ Student  Practice  Activities/Exercise  

¨ Student  Partner  Talk  (Think-­‐Pair-­‐Share;  Turn  &  Talk)  ¨ Preliminary  Plans/  Outlines/  Prototypes    ¨ PBL  Progress  Work  Report  :  Individual  ¨ PBL  Progress  Work  Report:  Group  ¨ Practice  Presentation  ¨ Quizzes/Tests                                                                                                                                                            ¨ Teacher’s  Anecdotal  Notes    ¨ Role-­‐Playing  ¨ One-­‐on-­‐one  Student/Teacher  Conference  ¨ Other      ________________    

Speaking   Summative  ¨ Paired  Discussion  ¨ Group  Discussion  ¨ Presenting  to  an  Audience  

¨ Written  Project,  with  Rubric  ¨ Oral  Presentation,  with  Rubric  ¨ On-­‐Demand  Writing  ¨ Test  

¨ Peer  Evaluation    ¨ Self-­‐Evaluation  ¨ Other    __________________  

 

 

 

 

 

 

 

 

 

 

 

 

 

U N IT P LAN N IN G T EMP LAT E GRADE  K/Unit  #  4                                                                            Duration  of  Unit:  ________________________________________    Focus  Standards  for  Unit:      LANGUAGE:    CC.K.L.1.d  Understand  and  use  question  words  (interrogatives)  (e.g.,  who,  what,  where,  when,  why,  how).  CC.K.L.1.e  Use  the  most  frequently  occurring  prepositions  (e.g.,  to,  from,  in,  out,  on,  off,  for,  of,  by,  with).  CC.K.L.1.f  Produce  and  expand  complete  sentences  in  shared  language  activities.  CC.K.L.4.a  Identify  new  meanings  for  familiar  words  and  apply  them  accurately  (e.g.,  knowing  duck  is  a  bird  and  learning  the  verb  to  duck).  CC.K.L.4.b  Use  the  most  frequently  occurring  inflections  and  affixes  (e.g.,  -­‐ed,  -­‐s,  re-­‐,  un-­‐,  pre-­‐,  -­‐ful,  -­‐less)  as  a  clue  to  the  meaning  of  an  unknown  word.  CC.K.L.6  Use  words  and  phrases  acquired  through  conversations,  reading  and  being  read  to,  and  responding  to  texts.    READING  LITERARY  CC.K.R.L.4  Ask  and  answer  questions  about  unknown  words  in  a  text.  CC.K.R.L.9  With  prompting  and  support,  compare  and  contrast  the  adventures  and  experiences  of  characters  in  familiar  stories.    READING  INFORMATION    CC.K.R.I.4  With  prompting  and  support,  ask  and  answer  questions  about  unknown  words  in  a  text.  CC.K.R.I.8  With  prompting  and  support,  identify  the  reasons  an  author  gives  to  support  points  in  a  text.  CC.K.R.I.9  With  prompting  and  support,  identify  basic  similarities  in  and  differences  between  two  texts  on  the  same  topic  (e.g.,  in  illustrations,  descriptions,  or  procedures)  CC.K.R.I.10  Actively  engage  in  group  reading  activities  with  purpose  and  understanding.    WRITING  CC.K.W.1  Use  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  .  .    CC.K.W.3  Use  a  combination  of  drawing,  dictating,  and  writing  to  narrate  a  single  event  or  several  loosely  linked  events,  tell  about  the  events  in  the  order  in  which  they  occurred,  and  provide  a  reaction  to  what  happened.  CC.K.W.5  With  guidance  and  support  from  adults,  respond  to  questions  and  suggestions  from  peers  and  add  details  to  strengthen  writing  as  needed.  CC.K.W.6  With  guidance  and  support  from  adults,  explore  a  variety  of  digital  tools  to  produce  and  publish  writing,  including  in  collaboration  with  peers.  CC.K.W.7  Participate  in  shared  research  and  writing  projects  (e.g.,  explore  a  number  of  books  by  a  favorite  author  and  express  opinions  about  them).  CC.K.W.8  With  guidance  and  support  from  adults,  recall  information  from  experiences  or  gather  information  from  provided  sources  to  answer  a  question.            

 

Essential  Questions:      

Materials/Lesson  Resources:    Literacy  by  Design  Houghton  Mifflin  Reading  Read  Alouds/Picture  Books  (e.g.  The  Kissing  Hand,  Chrysanthemum,  Mrs.  Bindergarten  Goes  to  Kindergarten,  If  You  Take  a  Mouse  to  School,  I  Like  Me,  etc.)  Nursery  Rhymes  Name  Games  (charts,  chants,  songs,    letter  sorts)  Saxon  Phonics  Fountas  and  Pinnell  Phonics  Building  Blocks  Trait  Crates  Lucy  Calkins  Handwriting  Without  Tears  Interactive  Writing  by  McCarrier,  Pinnell,              and  Fountas  (0-­‐325-­‐00209-­‐6)              www.heinemann.com  Literacy  Work  Stations  by  Diller              (1-­‐57110-­‐353-­‐8)  www.stenhouse.com  Songs  by  Dr.  Jean    www.drjean.org  www.readingeggs.com  www.hubbardscupboard.com  www.readinga-­‐z.com  www.starfall.com  www.pbskids.org    Secret  Stories  Leveled  Bookroom  Books  StartUp/BuildUp  Phonics              www.benchmarkeducation.com  

Essential  Vocabulary:    

Unit  Organizer:          

CULMINATING  PRODUCT  AND/OR  PERFORMANCE  

 

Group:    

   

Presentation  Audience:  ____Class                                              ____Experts  ____School                                        ____Web  ____Community                      ____Personal            ____Other:  ___________________  

Individual:    

 

Resources  Needed:  

On-­‐site  people,  facilities:   Equipment:                  

Materials:    

Community  Resources:    

READING  STRATEGIES    TEACHING  TOOLS  ¨ PK    Making  connections  

to/activating  prior  knowledge;  developing  schema  

¨ I/P    Inferring  and  predicting    ¨ Q    Asking  questions    ¨ S    Determining  important  ideas  and  

summarizing  ¨ V    Visualizing    ¨ S/R    Synthesizing  and  retelling    ¨ M/C    Monitoring/clarifying  

understanding  of  text    *The  letters  in  bold  indicate  an  abbreviation  each  reading  strategy,    The  strategies  are  coded  to  the  comprehension  and/or  vocabulary  teaching  tools  that  support  them.  

Increasing  Comprehension   Expanding  Vocabulary  Cues,  Questions  and  Advance  Organizers  

¨ Anticipation/Reaction  Guide  (PK,  Q,  M/C,)  ¨ Question/Answer/Relationship  (PK,  I/P,  Q,  S,  M/C  )  ¨ Skimming  (PK,  I/P,  V,  S/R)  

Non-­‐linguistic  Representations  ¨ Pattern  Organizers    (S,  V)  ¨ Mind  Mapping  (Q,  V,  S/R,  M/C)  ¨ Pictograph  (PK,  V)  

Identifying  Similarities  and  Differences  ¨ Comparison  Matrix  Chart  (PK,  S)  ¨ Comparison  Guide  Map  (PK,  S,  V,  S/R,  M/C)  ¨ Graphic  Organizer  for  Analogies  and  Metaphors  (I/P,  S,  V)  ¨ Student  or  Teacher-­‐Generated  Classification  Graphic  

Organizer  (dependent  on  graphic  organizer)  Summarizing  and  Note  taking    

¨ Cornell  Notes  (Q,  S,  MC)  ¨ Note  Taking  Using  Both  Sides  of  the  Brain  (PK,  S,  V,  M/C)  ¨ Summary  Frame  (Dependent  on  frame)  ¨ Rule-­‐Based  Strategy  (Q,  S,  M/C)  

Vocabulary  Activities  ¨ Word  Storm  (PK,  I/P)  ¨ Closed  /Open  Word  Sort  (PK,  Q,  S,  V,  S/R)  ¨ Three-­‐Way  Tie  (PK,  I/P,  Q,  V,  M/C)  ¨ Connect  the  Words  (PK,  I/P,  Q,  V,  S/R,  M/C)  ¨ LitFig  (PK,  I/P,  Q,  V,  M/C)  ¨ Four  Square  Vocabulary  Map/Frayer  

Model  (PK,  V,  M/C)    ¨ Word  Questioning  (PK,  I/P,  Q,  S,  V,  S/R,  

M/C)  ¨ Text  Impressions  (PK,  I/P,  Q)  ¨ Cinquain  (PK,  S,  V,  S/R.  M/C)  ¨ Rate  Your  Knowledge  (P/K,  I/P,  Q/  M/C)  ¨ Vocabulary  Tree  (PK,  M/C)  Vocabulary  Games  ¨ Password  (PK,  I/P,  V,  S/R)  ¨ Memory  (PK,  MC)  ¨ Most  Important  Word  (PK,  I/P,  Q,  S)  

 

 

COMMUNICATION   ASSESSMENTS  Writing   Formative  

¨ Writing  to  Learn:  emphasizes  the  students’  thinking  in  an  informal  form  (e.g.  any  KCLM  teaching  tool  that  requires  writing)  .  

¨ Writing  to  Demonstrate  Learning:    intended  to  assess  learning  of  content  or  ability  to  complete  a  task  (e.g.  exit  slips,  rough  drafts,  student-­‐generated  graphic  organizer).  

¨ Writing  for  Authentic  Purposes;  intended  to  develop  skills  in  communication  and  to  promote  learning  and  thinking  (e.g.  articles,  letters,  editorials,  written  projects,  blogs,  web  pages).  

¨ Student  Goal-­‐setting  ¨ Journal/Learning  Log    ¨ Graphic  Organizers  ¨ Rough  Drafts                                                                                                                                            ¨ Checklists  (Introducing,  Progressing,  

Mastering,  etc.)  ¨ Review  Games/Activities  ¨ Teacher  Questioning  ¨ Exit  Slips/Activities    ¨ Student  Practice  Activities/Exercise  

¨ Student  Partner  Talk  (Think-­‐Pair-­‐Share;  Turn  &  Talk)  ¨ Preliminary  Plans/  Outlines/  Prototypes    ¨ PBL  Progress  Work  Report  :  Individual  ¨ PBL  Progress  Work  Report:  Group  ¨ Practice  Presentation  ¨ Quizzes/Tests                                                                                                                                                            ¨ Teacher’s  Anecdotal  Notes    ¨ Role-­‐Playing  ¨ One-­‐on-­‐one  Student/Teacher  Conference  ¨ Other      ________________    

Speaking   Summative  ¨ Paired  Discussion  ¨ Group  Discussion  ¨ Presenting  to  an  Audience  

¨ Written  Project,  with  Rubric  ¨ Oral  Presentation,  with  Rubric  ¨ On-­‐Demand  Writing  ¨ Test  

¨ Peer  Evaluation    ¨ Self-­‐Evaluation  ¨ Other    __________________