CSUSA 3 Detail App 1

8/12/2019 CSUSA 3 Detail App 1

1/110

RESPONSE

TO

THE

SCHOOL

DISTRICT

OF

THE

CITY

OF

YORKS

REQUESTFORPROPOSALSFOREXTERNALPROVIDERSOF

EDUCATIONAL

SERVICES

Appendix1:

Curriculum&InstructionalDesign

Studentpolicy(e.g.promotion,graduation)documents


2/110

Kindergarten Grade ELA

Unit Title/Big Idea Unit 1: Understanding Literature: Exploring Text and Literacy

Suggested Time Frame4 Weeks

Standards

Overarching:

CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.

CCSS.ELA-Literacy.RI.K.10 Actively engage in group reading activities with purpose and understanding.

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

Dominant:

RF

CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RL

CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-Literacy.RL.K.4 Ask and answer questions about unknown words in a text.

RI

CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

SL


3/110

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.6 Speak audibly and express thoughts, feelings, and ideas clearly.

L

CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Subordinate:

CCSS.ELA-Literacy.RF.K.1a Follow words from left to right, top to bottom, and page by page.

CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.

CCSS.ELA-Literacy.RF.K.2a Recognize and produce rhyming words.

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).

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

CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.

Science

SC.K.E.5.2 - Recognize the repeating pattern of day and night.

SC.K.E.5.3 Recognize that the Sun can only be seen in the daytime.

SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes during the day.

SC.K.L.14.1 Recognize the five senses and related body parts.

SC.K.L.14.3 Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.

SC.K.N.1.2 Make observations of the natural world and know that they are descriptors collected using the five senses.

Social Studies

SS.K.A.1.1 Develop an understanding of how to use and create a timeline.

SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have

occurred in school.

SS.K.C.1.1 Define and give examples of rules and laws, and why they are important.

SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school, and community.


4/110


5/110

http://www.teacherspayteachers.com/Product/Text-Features-Main-Idea-Scavenger-Hunt-456292

I can name the characters, setting, and key events in a story.: Students will draw or write the characters and setting in the appropriate box and write

a sentence about a key event in the story.This activity is aligned with Common Core ELA standards.:

http://www.teacherspayteachers.com/Product/I-can-name-the-characters-setting-and-key-events-in-a-story-383952

Non-fiction Try-introduce nonfiction text features and encourage your students to create their own nonfiction text features. Its:

http://www.teacherspayteachers.com/Product/Nonfiction-Try-Its-768590

Vocabulary

Text

context clues

text features

characters

setting

problem

solution

events

narrative

non-fiction

fiction

main idea

details

questions

before

during

after


6/110

background knowledge

connections

Standard Clarifications

Content limits

Test specifications

Sample test items

Phrasing of test items

Resources

Non-Fiction Text Features Posters (referred and use to guide children for understanding)

NonFictionTextFeaturesPosters.pdf

Nonfiction Text Feature: Pictures: This form can easily demonstrate mastery of a student's ability to use pictures as a source of information. It

allows students to make inferences about the topic using the illustration. http://www.teacherspayteachers.com/Product/Nonfiction-Text-Feature-

Pictures-1049497

Story Map: characters, setting, problem, solution-Common Core Aligned: help student identify key ideas and details of a story. This story map

focuses on identifying the characters, setting, problem and solution of stories. : http://www.teacherspayteachers.com/Product/Story-Map-

Characters-Setting-Problem-Solution-Common-Core-Aligned-Free-797366

Reflection

Completion Date:

Level of Student Mastery based on Unit Assessment:

Remediation

Students in need of remediation: Lessons/Skills to be remediated in next unit:


7/110

Suggested Weekly Pacing

Week One

Daily Supporting Objectives:

Lesson planning notes:

Remedial Skill:

Enrichment Opportunities:

Week Two



Remedial Skill:


Week Three



Remedial Skill:


Week Four



Remedial Skill:



8/110

Unit Title/Big Idea Unit 2: Interpreting Text Features: Many Ways to Read a Book


Standards

Overarching:




Dominant:

RF



RL




RI


CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information

in a text.

CCSS.ELA-Literacy.RI.K.4 With prompting and support, ask and answer questions about unknown words in a text

W

CCSS.ELA-Literacy.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen

writing as needed.

L


9/110


CCSS.ELA-Literacy.L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Subordinate:



CCSS.ELA-Literacy.RF.K.1c Understand that words are separated by spaces in print.

CCSS.ELA-Literacy.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.

CCSS.ELA-Literacy.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.

CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.

CCSS.ELA-Literacy.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSS.ELA-Literacy.L.K.2a Capitalize the first word in a sentence and the pronoun.

CCSS.ELA-Literacy.L.K.2b Recognize and name end punctuation.

Science

SC.K.L.14.2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in reallife.


SC.K.L.14.1 - Recognize the five senses and related body parts

SC.K.N.1.2 - Make observations of the natural world and know that they are descriptors collected using the five senses.

SC.K.N.1.3 Keep records as appropriate such as pictorial records of investigations conducted

SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture.


10/110

SC.K.P.12.1 Investigate that things move in different ways, such as fast, slow, etc.

Social Studies

SS.K.A.2.2 Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our

nations ethnic heritage.

SS.K.A.2.5 Recognize the importance of U.S. symbols.


SS.K.A.1.2 Develop an awareness of a primary source.


occurred in school.

SS.K.A.3.2 Explain that calendars represent days of the week and months of the year.

SS.K.A.2.4 Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and

responsibility.

SS.K.E.1.1 Describe different kinds of jobs that people do and the tools or equipment used.

Essential Questions

How does the text and pictures help me to understand books read?

Why is it important that my pictures and print go together?

How do the characters, setting, problem, and events connect?

How do I write and illustrate with characters and a setting to tell an event?

Why should I stop and ask questions while a book is read?

How do questions about my writing help me to improve?

How do I connect with characters and events in a book?How do I get ideas about my writing from books I have read?

Unwrapped Standards

(Daily Objective Level)

Include procedural (what students need to be able to do) and declarative knowledge (what students need to know)

I can listen (actively, effectively) to a story and look at pictures to retell my story on my own.

I can wonder about the story I read by asking questions about the characters, setting and events.

I can read a book by looking and talking about the pictures.

I can read a book by reading the words.

I can identify and illustrate characters in the story.

I can describe where the story takes place.

I can outline and illustrate events in the story.

I can identify and discuss the main topic and key details in what I read.

I can use text features such as pictures and tables to understand what I read.


11/110

I can describe people, places and illustrations in what I read.

I can connect illustrations to the text in a story.

I can identify unknown words or phrases in the text.

I can use text and illustrations to answer questions.

I can learn new vocabulary words from listening and using them in discussion.

I can ask questions when I notice I dont understand the meaning of words I read.

I can use grade-level words and phrases correctly.

Suggested Evidence of

Learning

Include 1-3 suggested assessments. Possible assessment options could include writing tasks, performance based assessments, or other projects.

Story Comprehension Check: assess characters, setting, and events in a story http://www.teacherspayteachers.com/Product/Story-Comprehension-

Check-1091185

Vocabulary

text features

characters

setting

problem

solution

events

narrative

non-fiction

fiction

main idea

details

illustrate

text

pictures

retell


12/110

illustrations

unknown words


Content limits

Test specifications

Sample test items


Resources

Characters, Setting, and Events Chart: graphic organizer to use during reading. It has boxes for students to draw and write about characters, the

setting, and important events: http://www.teacherspayteachers.com/Product/Characters-Setting-and-Events-Chart-for-Common-Core-Standard-RL13-153453

Asking question: these picture worksheet will allow children to build an understanding and dig deep in thought to ask/answer questions:

http://www.englishforeveryone.org/Topics/Asking-Questions.htm

Comprehehsion Strategy Posters: help kids connect their thinking to reading through the following strategies* Asking Questions/* Making

Connections/* Predicting/Inferring/* Synthesizing/* Visualizing* Determining Importance

http://www.teacherspayteachers.com/Product/Comprehension-Strategy-Posters-738215

Reflection

Completion Date:


Remediation



Week One


13/110



Remedial Skill:


Week Two



Remedial Skill:


Week Three



Remedial Skill:


Week Four



Remedial Skill:


Unit Title/Big Idea Unit 3: Integrating Details: Connecting Ideas, Words, and Illustrations



14/110

Standards

Overarching:




Dominant:

RF



CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RL



CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RI


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

CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

L



Subordinate:




15/110


16/110

SS.K.G.1.2 Explain that maps and globes help to locate different places and that globes are a model of the Earth.

SS.K.G.1.3 Identify cardinal directions (north, south, east, west).

SS.K.G.1.4 Differentiate land and water features on simple maps and globes.

SS.K.G.3.2 Identify basic bodies of water.

Essential Questions

How will asking questions help me identify details about a main topic?

Why is it important to stay focused in my writing?

How do text features and text help me understand what I am reading?

How does the text and pictures help me to understand books read?

How do I make my pictures and print go together?

How do text features and text help me understand the meaning of unknown words?

What are the characteristics of common types of texts such as storybooks or poems?

How are the text features different in different genres?

How do text features help a reader to understand the authors purpose?

What text features could be used to help a reader understand?

What are similarities and differences between characters in the stories I read?

What information can I find in the front and back covers and the title page of a book?

How are the author and illustrator important to a book?

Unwrapped Standards



I can form questions about the details of the story.

I can ask and answer questions about key details of the story.

I can ask questions when I notice I dont understand the meaning of words I read.

I can retell key details of a text.I can name describe the role of the author and illustrator of a text.

I can find interesting, new words in a story and identify their meaning.

I can find different kinds of text features and text structure.

I can recognize when text is realistic, fantasy or informational.

I can actively listen and participate in modeled reading of new text and previously read stories.

I can recognize known characters and settings.

I can make connections between two versions of the same or similar stories.

I can locate various text features such as front and back cover, and title page of a book.


Learning


Simple Book Report: assess author and illustrator: Review author, illustrator, illustrations, and simple one sentence reflections:


17/110

http://www.teacherspayteachers.com/Product/Simple-Book-Report-Title-Author-Illustrator-206487

Genre Response Sheets: used to help students learn the different types of literature genres.http://www.teacherspayteachers.com/Product/Genre-

Response-Sheets-Genre-Record-Sheets-762539

Parts of Book: Includes key for title, author, barcode, spine, back cover, front cover, illustration, call number, and

pages. http://www.teacherspayteachers.com/Product/Parts-of-a-Book-933976

Vocabulary

Author

Illustrator

Genre

Fantasy

informational text

realistic

authors craft

speech/think bubbles


Content limits

Test specifications

Sample test items


Resources

Reading Qs: could use during class discussions or put at a reading center to encourage your students thinking and aide in

comprehension. https://docs.google.com/file/d/0B4DUnGH3T9daSUJpLTF2amw1LWc/edit or

http://www.pinterest.com/pin/104919866290139416/

Author and Illustrator Posters: created to help students remember the role of the author and the role of the illustrator. The circle shaped cards

would be great on craft sticks to use during reading groups. They can be used to help students remember the terms and also when asking questions

about the author's and illustrators purpose.http://www.teacherspayteachers.com/Product/Author-and-Illustrator-Posters-Song-and-Cards-freebie-

779059

Genres Posters: Use these posters to help teach students about genres, to pass out as notes or flyers, or just to have in your classroom library.:

http://www.teacherspayteachers.com/Product/Genre-Posters-Sketch-w-pictures-SUPER-set-of-16-829437


18/110

Shopping for Book: can be used as a tool for centers packet will allow you to expose children to 6 different genres of literature; with the end goal

that children will begin to select a variety of text for their book bins: http://www.teacherspayteachers.com/Product/Shopping-for-Books-Across-the-

Genres-A-FREEBIE-573137

Reflection

Completion Date:


Remediation



Week One



Remedial Skill:


Week Two



Remedial Skill:


19/110


Week Three



Remedial Skill:


Week Four



Remedial Skill:


Unit Title/Big Idea Unit 4: Applying Details and Support: Cues and Clues to Understanding Text


Standards

Overarching:




Dominant:

RF



20/110


RL


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


CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

CCSS.ELA-Literacy.RL.K.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).

W

CCSS.ELA-Literacy.W.K.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.


writing as needed.

L

CCSS.ELA-Literacy.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading

and content.

Subordinate:




CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-

consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-Literacy.RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many

of the most frequent sounds for each consonant.


21/110

CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to,you, she, my, is, are, do, does).

CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the

verb to duck).

CCSS.ELA-Literacy.L.K.4b 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.

Science

SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.

SC.K.E.5.5 Observe that things can be big and things can be small as seen from Earth.

SC.K.E.5.6 - Observe that some objects are far away and some are nearby as seen from Earth

SC.K.N.1.5 Recognize that learning can come from careful observation.

Social Studies


SS.K.A.1.2 Develop an awareness of a primary source.


SS.K.E.1.2 Recognize that United States currency comes in different forms.

SS.K.E.1.3 Recognize that people work to earn money to buy things they need or want.


SS.K.G.1.1 Describe the relative location of people, places, and things by using positional words.

Essential Questions

How can determining key events in a story help me retell what I read?

How does knowing the main ideas in a story help me to retell what was read?

How does adding multiple events ?

Why is it important to know the main characters, settings and events in a story?

How can a rubric help me to know if my writing is good enough?

How does making connections with a text help me to understand?

What are the roles of the author and illustrator in creating a story?

What is the relationship between the illustrations and the characters, setting and events in a story?


22/110

Unwrapped Standards



I can recognize and describe information from pictures with assistance.

I can explain the importance of main characters, setting, and events in a story.

I can use key details to retell what I read.

I can identify and discuss text connections.

I can analyze illustrations for information about the text I read.

I can identify and recognize the roles of the author and illustrator.

I can locate information in text and illustrations.

I can connect illustrations to the characters, setting, and events in a story.


Learning


Graphic Organizers for Comprehension: able to produce a hard product that exemplifies their understanding of a given reading skill.

The organizers included are:

*identifying ALL characters in a story

*identifying and describing the main character

*identifying the main character and listing their character traits

*comparing and contrasting two characters

*identifying the setting of a story and listing the evidence of the setting

*identifying the topic of an informational text and the details that support it

*creating a main idea from a topic and the key details that support the main idea

*identifying the problem and solution of a story

*retelling the events in a storyhttp://www.teacherspayteachers.com/Product/Graphic-Organizers-for-Reading-Comprehension-873332

Text Connections:use to practice writing text connections.http://www.teacherspayteachers.com/Product/Text-Connection-Freebies-930853

Illustrations Rubric Template: help your students learn to assess their own drawings, introduce the concept of adding details, and promote selfassessment strategies in your classroom` http://www.teacherspayteachers.com/Product/Illustration-Rubric-Template-260482

Vocabulary

Retell

Recognize

Explain

Analyze

Identify


23/110

Locate

Connect

Rubric

key events

main idea

main character

setting

events

connections

text

author

illustrator

relationship

text connection: text to text, text to self, text to world


Content limits

Test specifications

Sample test items


Resources

Parts of the Story: This song helps children learn the typical structure of most stories by giving examples in a fun and easy to memorize call and

response format! In addition to teaching the concepts of "beginning," "middle," and "end." It also teaches the vocabulary words of "setting" and

"characters ."http://www.youtube.com/watch?v=HTpTB4fxigQ&feature=share&list=PL5qpIZc5wBUMRyGtmabM8pMr_8SAsXVK7

Five finger Retell Cards:This set of ring cards will guide your students in their accountable talk by giving them sentence stems to finish.This is

based on Common Core Standards for Reading. (RL3 - Describe major events of a story and key details)

http://www.teacherspayteachers.com/Product/5-Finger-Retell-Cards-452508

Text Connection Posters: Use these posters in your classroom to help kids remember the different kinds of connections when


24/110

reading. http://www.teacherspayteachers.com/Product/Text-Connections-Posters-FREEBIE-1205722

Reflection

Completion Date:


Remediation



Week One



Remedial Skill:


Week Two



Remedial Skill:


Week Three


25/110



Remedial Skill:


Week Four



Remedial Skill:


Unit Title/Big Idea Unit 5: Describing Literature: The Parts of a Story


Standards

Overarching:




Dominant:

RF



RL



26/110

CCSS.ELA-Literacy.RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

CCSS.ELA-Literacy.RL.K.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).

RI


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


W




writing as needed.

L


and content.

Subordinate:











27/110




verb to duck).



Science


SC.K.L.14.2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in reallife.


SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.

Social Studies

SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.

SS.K.C.2.2 Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.

SS.K.C.2.3 Describe fair ways for groups to make decisions.

SS.K.A.2.1 Compare children and families of today with those in the past.

SS.K.E.1.3 Recognize that people work to earn money to buy things they need or want.

SS.K.E.1.4 Identify the difference between basic needs and wants.

Essential Questions

How can determining key events in a story help me retell what I read?

What are the roles of the author and illustrator in creating a story?

What is the relationship between the illustrations and the characters, setting and events in a story?

Where can I find information about the title, author and illustrator of a book?

How do the parts of a text work together and where can you find them?

Unwrapped Standards



I can generate questions about the details of a story.

I can follow along to model questioning about key details of the story.

I can describe the role of an author and an illustrator.

I can identify information from the text in illustrations.


28/110

I can identify and discuss the main topic and key details in the text.

I can follow modeled processes for using text features to understand text.

I can locate various text features such as front and back cover, and title page of a book.

I can retell what I read from the key events.

I can relate illustrations and key elements in a story.


Learning


Ask Questions about Story Elements: Interactive assessment http://www.learner.org/interactives/story/test.html

Read : If You Take a Mouse to School and If YouGive a Mouse a Cookie (PAGE 3) http://www.teacherspayteachers.com/Product/Common-Core-

Reading-Standards-for-Literature-Kindergarten-RLK-Assessment-1197981

Vocabulary

List of vocabulary wordsstory, retell, author, illustrator,illustrations, front and back cover, title page, key elements: characters, setting, events,

title, text, generate, describe, follow, locate, relate,


Content limits

Test specifications

Sample test items


Resources

NewspaperTemplate.ppt

Draw a Story: Stepping from Pictures to Writing

Interactive Story Elements:activity to engage students in story elements http://www.learner.org/interactives/story/cinderella.html

Johnnies Story page: website with storybook for retelling http://www.jstorypage.com/

Reflection

Completion Date:


29/110


Remediation



Week One



Remedial Skill:


Week Two



Remedial Skill:


Week Three



Remedial Skill:


30/110


Week Four



Remedial Skill:


Unit Title/Big Idea Unit 6: Analyzing Literary Elements: Comparing Details and Characteristics


Standards

Overarching:




Dominant:

RF


CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words

RL

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



CCSS.ELA-Literacy.RL.K.5 Recognize common types of texts (e.g., storybooks, poems).


31/110

CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

RI


W




writing as needed.

L

CCSS.ELA-Literacy.L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

Subordinate:












CCSS.ELA-Literacy.L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Science

SC.K.E.5.2 Recognize the repeating pattern of day and night.

SC.K.E.5.3 Recognize that the Sun can only be seen in the daytime.

SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes during the day.


32/110

SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up.


Social Studies




occurred in school

SS.K.A.3.2 Explain that calendars represent days of the week and months of the year.

SS.K.G.3.3 Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the environment.

Essential Questions

How can determining the key details in a story help me retell it?

How can identifying the characters, settings and major events in a story help me understand what I read?

Why is it important to see the connection between character, setting and the major events?

What resources and strategies can help me answer questions about unknown words?

What strategies do I know that will help me with new words?

What different types of text beside storybooks can authors write?

What are the different types of texts that we read and what is its purpose?

Why is it important to have purpose in my writing?

How does comparing and contrasting the adventures of characters in a story help me understand what I read?

Why is it important to add character traits to the characters in my writing?

Unwrapped Standards



I can recall and discuss information from the text.

I can summarize and recall events from a story in sequence.

I can identify, recognize, and define characters, settings and major events in the story.

I can recognize the similarities and differences in characters.

I can define new words based on details from the story and discussion about the text.

I can ask questions to clear up confusion.

I can look at parts of words, listen, and get my mouth ready to help me read unknown words.

I can identify words the author includes to make the story more interesting.

I can make connections between two versions of the same or similar stories.

I can identify and retell the key details of a story including the main topic.

I can compare and contrast adventures of characters in what I read.

I can discuss different types of texts besides storybooks.


33/110


Learning

Have students create a vocabulary foldable. Students can draw a picture or write the meaning

Character comparison: On a character cut out, write the similarities between two characters. Students may also draw pictures to show mastery of

skill.

Common Core Activities: activity sheets can meet the following standards:Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on kindergarten reading and content.,With prompting and support, retell familiar stories, including key details,With

prompting and support, compare and contrast the adventures and experiences of characters in familiar stories., and With prompting and support,

identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

http://www.teacherspayteachers.com/Product/Common-Core-Activties-227392 CCSS RL.5 recognize common types of text.:helps students

recognize common types of text. Students will cut and the paste the images of books and poems in the correct place.

http://www.teacherspayteachers.com/Product/CCSS-RL5-recognize-common-types-of-text-656690

Vocabulary

Details

Retell

main events

story

problem

beginning

middle

end

character

resolution

solve

sequence

strategies


34/110

resources

storybooks

compare

contrast

types of texts


Content limits

Test specifications

Sample test items


Resources

Compare and Contrast Characters: Comparing and contrasting characters experiences and adventures can be done simply through this graphic

organizer.http://www.teacherspayteachers.com/Product/Compare-and-Contrast-Characters-Organizer-1016588

Alphabet Organizer-New Vocabulary- Unit

readwritethink-Alphabet Vocabulary Organizer

Reflection

Completion Date:


Remediation



35/110


Week One



Remedial Skill:


Week Two



Remedial Skill:


Week Three



Remedial Skill:


Week Four



Remedial Skill:



36/110

Unit Title/Big Idea Unit 7: Relating Literary Elements: Retelling the Story and Connecting to New Text


Standards

Overarching:




Dominant:

RF

CCSS.ELA-Literacy.RF.K.4 Read emergent-reader texts with purpose and understanding.

RI


CCSS.ELA-Literacy.RI.K.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).

W

CCSS.ELA-Literacy.W.K.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.


writing as needed.

L


SL

CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and


37/110

answering questions about key details and requesting clarification if something is not understood.

CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Subordinate:


CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

(antonyms).

CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by

acting out the meanings.

Science

SC.K.L.14.2 Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real

life.


SC.K.P.8.1 Sort objects by observable properties such as, size, shape, color, temperature (hot/cold), weight (heavy/light), and texture.

SC.K.P.9.1 Recognize that the shape as materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling.

Social Studies

SS.K.G.1.1 Describe the relative location of people, places and things by using positional words.

SS.K.G.2.1 Locate and describe places in the school and community.

SS.K.G.3.3 Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the environment.


SS.K.G.1.3 Identify cardinal directions (north, south, east, west).


SS.K.G.3.1 Identify basic landforms.


Essential Questions

How can my prior knowledge of reading help me read new text?

What is research and how can it help me to write a better report?

What is the big idea the author is teaching the reader?


38/110


39/110

apply

state research

information

organize

header


Content limits

Test specifications

Sample test items


Resources

Comparing Fiction and Nonfiction with Little Red Riding Hood Text Sets

readwritethink-Character Map Interactive

readwritethink-Venn Diagram Interactive

readwritethink-Character Map-Big Bad Wol

Venn DiagramInteractive.pdf

Wild About Animals Mini Research Park-Common Core Research Pack:research activity about animals:

http://www.teacherspayteachers.com/Product/Wild-About-Animals-Mini-Research-Pack-Common-Core-Research-Pack-1179040

Reflection

Completion Date:



40/110


41/110


42/110


writing as needed.

CCSS.ELA-Literacy.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express

opinions about them).

L




Subordinate:


CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

(antonyms).

CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by


Science

SC.K.E.5.1 Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up.

SC.K.E.5.5 Observe that things can be big and things can be small as seen from Earth.

SC.K.E.5.6 Observe that some objects are far away and some are nearby as seen from Earth.

SC.K.P.12.1 Investigate that things move in different ways, such as, fast, slow etc.

SC.K.P.13.1 Observe that push and pull can change the way an object is moving.

Social Studies




43/110

SS.K.G.3.1 Identify basic landforms.


SS.K.A.2.3 Compare our nation's holidays with holidays of other cultures.

SS.K.A.2.5 Recognize the importance of U.S. symbols.

Essential Questions

How do the pictures in a story help me understand what I read?

How do text features help me to understand what I am reading?

How does using text features help me to teach others with my writing?

Why is it important for an author to group information in a text?

Why is it important to organize the information I use in my writing?

How can I use the information I read to support what I think?

How can I research to learn more information on a topic?

How can I organize the information I have learned on a topic?

Unwrapped Standards



I can locate and interpret information from pictures following my teachers example.

I can identify the text features that authors use and tell its purpose.

I can compare and contrast text features that are common in narrative verse informational.

I can add text features such as labeling, captions, diagrams, maps, and up close pictures to help a reader to understand what I am writing.

I can connect pictures to the story elements to help my understanding while I read.

I can analyze text and illustrations for information.

I can describe how the location of pictures and print affects the way I read it.

I can include text features in my writing.

Suggested Evidence ofLearning


Vocabulary

Print

Support

Caption

table of content

diagrams

photographs


44/110


Content limits

Test specifications

Sample test items


ResourcesBlank Story Map.pdf

Reflection

Completion Date:


Remediation



Week One



Remedial Skill:


Week Two


45/110



Remedial Skill:


Week Three



Remedial Skill:


Week Four



Remedial Skill:


Unit Title/Big Idea Unit 9: Drawing Text Based Conclusions: Comparing, Contrasting and Evaluating Details in the Text


Standards

Overarching:




Dominant:


46/110


47/110


Science

SC.K.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light) and texture.

SC.K.P.9.1 Recognize that the shape of materials such as paper and clay can be changed by cutting, tearing, crumpling, smashing, or rolling.

SC.K.N.1.1 - Collaborate with a partner to collect information.

SC.K.N.1.2 Make observations of the natural world and know that they are descriptors collected using the five senses.

Social Studies


SS.K.A.2.3 Compare our nations holidays with holidays of other countries.

SS.K.E.1.4 Identify the difference between basic needs and wants.

SS.K.C.2.1 Demonstrate the characteristics of being a good citizen.

SS.K.C.2.2 Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.

SS.K.C.2.3 Describe fair ways for groups to make decisions.

Essential Questions

What did I learn when reading the text?

How are two texts I read similar?

How are two texts I read different?

How can I tell my opinion and show evidence of my opinion?

How can I persuade a reader?

How does telling about a connection in a book persuade a reader about a book?

Unwrapped Standards



I can formulate questions and responses based on what I read.

I can tell why I like or do not like a text using the text to support my opinion.

I can identify authors craft (onomatopoeia, recycled events, repeating lines, dialogue, rhymes, etc.) in a text and tell how it makes a story more

interesting.

I can compare and contrast different genres on the same topic.

I can identify what genre a text is and support how I know.

I can share and support my opinion.

I can compare and contrast two text using a Venn diagram.

I can compare two texts.

I can contrast two texts.


48/110

I can show what I learned through discussing, writing, and illustrating.

I can demonstrate similarities and differences through use of a graphic organizer.

I can describe similarities and differences between two texts on the same topic.


Learning


Comparing and Contrasting Literary Texts ~ Two Versions of The Three Little Pigs

http://www.teacherspayteachers.com/Product/Comparing-and-Contrasting-Literary-Texts-Two-Versions-of-The-Three-Little-Pigs-571539

Vocabulary

Compare

Contrast

graphic organizer

similar

differences


Content limits

Test specifications

Sample test items


Resources

http://www.spaghettibookclub.org/ (book reviews for 100s of children books written by children)

I

Similarities andDifferences Between

Comparing and Contrasting Literary Texts ~ Two Versions of The Three Little Pigs: compare and contrast activity was created to address CCSS

RL1.9: Compare and contrast the adventures and experiences of characters in stories

http://www.teacherspayteachers.com/Product/Comparing-and-Contrasting-Literary-Texts-Two-Versions-of-The-Three-Little-Pigs-571539

Reflection

Completion Date:



49/110

Remediation



Week One



Remedial Skill:


Week Two



Remedial Skill:


Week Three



Remedial Skill:



50/110

Week Four



Remedial Skill:


Unit Title/Big Idea Unit 10: Determining Messages from Text: Understanding Authors Purpose and Perspectives


Standards

Overarching:




Dominant:

RF


RI


CCSS.ELA-Literacy.RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

W

CCSS.ELA-Literacy.W.K.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...).

CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in


51/110

collaboration with peers.



CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided

sources to answer a question.

SL

CCSS.ELA-Literacy.SL.K.2 Confirm 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.

CCSS.ELA-Literacy.SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


L


and content.

Subordinate:

CCSS.ELA-Literacy.L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning theverb to duck).



Science


SC.1.L.14.1 Make observations of living things and their environment using the five senses.

SC.1.L.14.3 Differentiate between living and non-living things.

Social StudiesSS.K.C.1.1 Define and give examples of rules and laws, and why they are important.


52/110

SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school and community.

SS.K.G.2.1 Locate and describe places in the school and community.

SS.K.G.2.2 Know ones own phone number, street address, city or town and that Florida is the state in which the student lives.


SS.K.2.2 Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's

ethnic heritage.

SS.K.A.2.3 Compare our nation's holidays with holidays of other cultures.

Essential Questions

What is the role of the author in creating text?

How does knowing about an author help me to understand their text?

How are books written by the same author similiar

What is the role of the illustrator in creating text?

How does an author support ideas in the text?

Unwrapped Standards



I can identify and discuss authors role in describing ideas in the text.

I can identify and discuss the illustrators role in supporting ideas in the text.

I can identify the authors main ideas and use them to support my ideas during discussions.

I can discuss the similarities in books by the same author.

I can make deep connections with my favorite texts.


Learning


Read stories by Dr. Seuss throughout the week pointing out that each book has the same author. (any author will work) Throughout the

week discuss the similarities that the books have. At the end of the week have students independently identify the similarities that the

books have.

Vocabulary

Creating

Support

Ideas


53/110

genre


Content limits

Test specifications

Sample test items


ResourcesBookReview

Template K-2.pdf

Reflection

Completion Date:


Remediation



Week One



Remedial Skill:



54/110

Week Two



Remedial Skill:


Week Three



Remedial Skill:


Week Four



Remedial Skill:


Unit Title/Big Idea Unit 11: Examining Literature: Applying Skills to New Text and Learning


Standards

Overarching:





55/110

Dominant:

RF


W

CCSS.ELA-Literacy.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in

collaboration with peers.



CCSS.ELA-Literacy.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided

sources to answer a question.

SL

CCSS.ELA-Literacy.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.


L


and content.

Subordinate:


verb to duck).



Science

SC.K.N.1.1 Collaborate with a partner to collect information.

SC.K.N.1.3 Keep records as appropriate such as pictorial records of investigations conducted.


56/110

Social Studies

SS.K.C.1.1 Define and give examples of rules and laws, and why they are important.

SS.K.C.1.2 Explain the purpose and necessity of rules and laws at home, school and community.

SS.K.E.1.2 Recognize that United States currency comes in different forms.

Essential Questions

How do I connect what I have read with my own experiences?

Why is it important to share my thinking with others and to listen to others thoughts?

How does comparing and contrasting two books on similar themes?

How does inferring help me to understand what I reading?

Unwrapped Standards



I can illustrate my ideas about what I read when discussing and writing with visuals and displays.

I can find similarities and differences between the text I read and my experiences.

I can relate to problems and solutions in text I have read to my own experiences.

I can express my thoughts and support my thoughts with facts or text evidence.

I can compare and contrast books on the same theme.

I can infer to understand what I am reading and to make connections with various texts.


Learning


Students will compare and contrast their own experiences with the experiences from a story through picture or dictation.

Have students complete a Venn-diagram comparing two stories with the same theme. Blank Venn Diagram Link

Have students identify the problem and solution of a story. Students will explain how they had a problem similar to the problem in the story and

how they solved their problem.

Vocabulary

Experiences

evidence


Content limits

Test specifications

Sample test items


ResourcesEnsure the resource is labeled according to the standard it addresses

ReflectionCompletion Date:


57/110


Remediation



Week One



Remedial Skill:


Week Two



Remedial Skill:


Week Three




58/110

Remedial Skill:


Week Four



Remedial Skill:



59/110

2014-2015

StudentProgression

Plan


60/110

INTRODUCTION

The purpose of the Student Progression Plan is to inform parents, students,

and other stakeholders regarding the comprehensive plan for student

progression from one grade to another towards graduation. The plan will

include criteria for promotion and retention, entry and attendance

regulations, and other components relevant to the appropriate progression of

the student population.

INITIAL ENTRY REQUIREMENTS

In accordance with Florida Statute 1003.21, it is the responsibility of the

parent(s) of students entering the School for the first time to present evidence

of the childs age at the time of registration.

Before admitting a child to kindergarten, the principal shall require evidence

that the child has attained the age at which he/she should be admitted. The

principal may require evidence of the age of any child whom he/she believes

to be within the limits of compulsory attendance as provided for by law. If the

first prescribed evidence is not available, the next evidence obtainable in the

order set forth below shall be accepted:

a duly attested transcript of the childs birth record filed according to

law with a public officer charged with the duty of recording births;

a duly attested transcript of a Certificate of Baptism showing the date ofbirth and place of baptism of the child, accompanied by an affidavit

sworn to by the parent(s);

an insurance policy on the childs life that has been in force for at least

two (2) years;

a bona fide contemporary religious record of the childs birth

accompanied by an affidavit sworn to by the parent;

a passport or Certificate of Arrival in the United States showing the age

of the child;

a transcript of record of age shown in the childs school record of atleast (four) 4 years prior to application, stating the date of birth;

if none of these evidences can be produced, an Affidavit of Age sworn to

by the parent, accompanied by a Certificate of Age signed by a public

health officer or by a public school physician, or, if these are not

available in the country, by a licensed practicing physician designated

by the district school board, which states that the health officer of


61/110

physician had examined the child and believes that the age as stated in

the affidavit is substantially correct.

To register, a student, the following four (4) types of documents arerequired1:

valid Birth Certificate or other documentation of birth as stated above;

Certification of a Physical/Health Examination

(submitted within 30

school days, if not available at the time of registration);

proof of residence; and

Florida Certificate of Immunization

According to Florida Statute 1003.01(12) and State Board of Education Rule6A-6.03411(1)(s), students who are without a fixed, regular, and adequate

nighttime residence, are considered as children and youths who are

experiencing homelessness. Pursuant to the McKinney-Vento Homeless

Education Assistance Improvements Act of 2001 (Section 725) 42 U.S.C.A.

11432(g)(3)(A)-(C), these children are to be enrolled immediately in the

school that meets the best interest of the student. Arrangements are to be

made for immunizations, transportation, and all other school services.

Appropriate student school and grade level placement, as well as completion

of required immunizations and physical examination, shall occur within thirty

(30) school days of enrollment. Refer to Florida Statute 1003.21(1)(f) for

procedures relating to the enrollment of these students.

HEALTH REQUIREMENTS

Physical Examination

All pre-K, kindergarten, and new students seeking entrance into a public

school in the SDPBC are required by Florida Statute 1003.22 to present, atthe time of entry, a valid health examination documented on State of Florida

School Entry Health Exam Form (DH 3040) performed within one (1) year

prior to enrollment. [State Board of Education Rule 6A-1.0985]

1These are the minimum documents required. Additional documents may need to bepresented at the time of registration.


62/110

EXPLANATION OF PHYSICAL EXAMINATION REQUIREMENTS

STUDENTS PHYSICAL EXAMINATION

All students School Health Entry Exam on Form DH3040 required for pre-K, kindergarten and

7thgrade.

All transfer students

within the State of

Florida (including

private schools)

Review of School Health Entry Exam on

Form DH 3040 (original or copy) for at

least kindergarten and/or

7thgrade documentation.

All transfer students

from another state

or country

School Health Entry Exam Form DH 3040

(original or copy) required for all grades.

Physicals presented on forms from

another state are acceptable, if they

include all components covered on Form

DH 3040 and have the physicians

signature and office stamp. Physicals must

have been performed within one (1) year

of enrollment, unless exempt based on a

written request for religious reasons.

Immunization Requirements

All pre-K, kindergarten, and new students seeking entrance into a pubic

school are required by Florida Statute 1003.22 to present, at the time of

entry, a valid Florida Certificate of Immunization Form (DH 680). In

accordance with State Board of Education Rule 6A-1.0985 and Fla. Admin.Code 64D-3.046, students will not be admitted into class without proof of

immunization with the physicians signature and office stamp, absent a lawful

exception. If a hardship exists for parent(s) of transferring students, according

to statute, it is permissible to allow thirty (30) school days for the transfer of

records.


63/110

NOTE: Homeless students without immunization and physical exam

documentation must be enrolled and receive a thirty (30) school day

exemption.

KINDERGARTEN AND FIRST GRADE ENTRY REQUIREMENTS

Kindergarten

In accordance with Florida Statute 1003.21(1)(a)2, entering kindergarten

students must attain the age of five (5) years on or before September 1 of the

school year for which entry is sought.

Florida Kindergarten Readiness Screener (FLKRS)

The Florida Kindergarten Readiness Screener (FLKRS) must be administered

within the first thirty (30) school days. Upon entry, each kindergarten student

shall participate in the statewide kindergarten screening [Florida Statute

1002.69(1)] and shall be administered the FLKRS, which includes the Early

Childhood Observation SystemTM

(ECHOSTM

) and The Broad

Screen/Progress Monitoring Tool of the Florida Assessment for Instruction in

Reading-K (FAIR- K). Schools that do not use the Florida Assessment for

Instruction in Reading-K (FAIR-K) for progress monitoring, only need to

administer the Early Childhood Observation System (ECHOSTM) and the

Broad Screen of the FAIR-K.

English Language Learners (ELLs)

For ELLs, administration of the FLKRS should be conducted as close as

possible to the conclusion of the 30-day administration period and after the

English language proficiency test has been administered. A student identified,

as ELL should be screened, unless the student has arrived in the United States

in the last thirty (30) days and has sufficient difficulty speaking, reading,

writing or understanding the English language.

Exceptional Student Education (ESE) Students

An ESE student, who is entering kindergarten and has a current Individual

Education Plan/Education Plan (IEP/EP), as well as evaluation data necessary

to determine that the student meets Floridas eligibility criteria for special


64/110

programs, will be placed immediately in the appropriate educational

program(s) without temporary assignment. The receiving school must review

the current IEP/EP and may revise the document as necessary, following

appropriate procedures. The IEP Team will determine whether the FLKRS is

appropriate for kindergarten students with disabilities.

NOTE: Students who have been retained in kindergarten are not included in

the administration of the FLKRS.

First Grade In accordance with Florida Statute 1003.21(1)(b), students

entering first grade must attain the age of six (6) years on or before

September 1 of the school year for which entry is sought.

Students who have been enrolled in a publi

Date post:	03-Jun-2018
Category:	Documents
Upload:	york-daily-recordsunday-news
View:	221 times
Download:	0 times

CSUSA 3 Detail App 1

Documents