Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See English Language Arts 2nd Nine Weeks Kindergarten Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, ● 80% of our students will graduate from high school college or career ready ● 90% of students will graduate on time ● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high- quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps. Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course- specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other Shelby County Schools 2016/2017 Page 1 of 60
Transcript
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.
Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map Shelby County Schools
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.
In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and
comprehension development which is necessary for continual reading growth. Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction
for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.
Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.
How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
The Tennessee State ELA Standards
The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):
Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
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Complex Text
Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.
Evidence from Text
The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.
Building Knowledge
Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Read Alouds, Shared Reading, Guiding Reading
http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.
Literacy Work Stations
https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy work stations are important for Balanced Literacy, and gain tips for setting up literacy work stations.
Using the Curriculum Maps, Grades K-2
● Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.
● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:
○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
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when writing or speaking to support conclusions drawn from the text.○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your
students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).
● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.
● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.
● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.
● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.
● Remember to include differentiated activities for small group instruction and literacy stations.
Two-Weeks at a Glance (TWAG) Outlines
Beginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country.
Using the WIDA MPIsShelby County Schools
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
Key Terms:
Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.
Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.
Foundational Skills: : The basic skills that need to be taught and developed first. These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.
Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.
Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.
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English Language Arts 2nd Nine Weeks Kindergarten
Gradual Release of Responsibility Example Behaviors
Teacher Student
I do itModeled Instruction
• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud
• Actively listens• Takes notes• Asks for clarification
We do itGuided Instruction /
Guided Practice
• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups
• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others
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English Language Arts 2nd Nine Weeks Kindergarten
They do it together
Collaborative Practice
• Provides feedback• Moves among groups• Clarifies confusion• Provides support
• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification
You do itIndependently
Independent Practice
• Provides feedback• Evaluates progress toward the
learning expectation
• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome
Weeks 1-2 Lesson 6Reading Selections● Big Book: My Five Senses *See TWAG in Appendix● Listen, Listen
Essential Question: How do our senses make us more aware?
TN DOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.K.2c-Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2d-Isolate and pronounce sounds in three-phoneme words.
RF.K.3a-Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.
RF.K.3c-Read common high-frequency words by sight (e.g., see, at, green, I, am, little).
Demonstrates the ability to blend onsets and rimes of single syllable spoken words.
Demonstrates the ability to segment onsets and rimes of single-syllable spoken words.
Demonstrates the ability to isolate and pronounce sounds.
Identifies letter sounds. Demonstrates the ability to know and apply phonics
and word analysis skills when producing words. Demonstrates the ability to associate long and/or short
sounds of the five major vowels. Demonstrates the ability to recognize and read high
frequency words. Demonstrates the ability to read emergent reader texts
with a purpose, i.e., expression, pausing, fluency.
Print Concepts, Phonemic Awareness, Phonics, Fluency● Read and write letter/sound: Aa, short a and Long a● Blend Onsets and Rimes: ● Vowels and Consonants● Pause for Punctuation ● Retelling Isolate and pronounce the first sound in words that begin with /t/ Print upper- and lowercase Tt Short a, long a High-frequency words: see, we Segment Onsets and Rimes Read with Expression
Decodable Readers A, aI See
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English Language Arts 2nd Nine Weeks Kindergarten
RF.K.4-Read emergent-reader texts with purpose and understanding. Sample Objectives (I can):
Recognize high frequency words. Identify Tt /t/ at the initial and ending positions in words.Recognize long and short /a/ sounds in spoken words.Blend and segment onsets and rimes in spoken words.
Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys Word
study flip chart, Lesson 6/7, alphabet manipulatives, letter matching, match pictures with the same beginning sound/ending sound (focus on Tt, /t/), review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/PA_037a.pdf https://www.engageny.org/resource/kindergarten-ela-skills-unit-3
Reading Literature and Informational TextRI.K.2-With prompting and support, identify the main topic and retell key details of a text.
RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.4-With prompting and support, ask and answer questions about unknown words in a text.
RI.K.7-With prompting and support, describe the relationship between illustrations and the text in which they appear.
Provides a statement of the main topic of a text. Provides a retelling of key details in a text. Provides a description of the connection between two
individuals in a text. Provides a description of the connections between two
events in a text. Provides a description of the connections between two
ideas or pieces of information in a text. Provides a description of the relationship between the
illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).
Sample Objectives (I can):Retell details of a text.Answer questions about key details in a text.Tell what the pictures in a book are about.Use phrases and picture clues to define unknown words.
Text Dependent Questions What are the five senses? (key details) The author Aliki writes: “Sometimes I use all my senses at once.”
What is an example he uses to support this sentence? (author’s purpose)
The author writes: “Sometimes I use only one.” What is an example Aliki uses to show using only one sense? (author’s purpose)
Aliki writes this sentence about senses: “They make me aware.” What do you think he means by that statement? Use evidence from the story to support your reason. (opinion)
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Ask and answer questions using details from the text. Literacy Station Activities Comprehension station: Journeys Comprehension flip chart,
Lesson 6, listening station/audio book, illustrate a story using details related to text, review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/c_020b.pdf
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.K.7: Ask and answer questions about unknown words in a text.
Read
ing
Level 1: EnteringDescribe connections between the illustration and text in using single words
Level 2: EmergingDescribe connections between the illustration and text using a phrase and/or short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary
Level 3: DevelopingDescribe connections between the illustration and text using simple sentences.
Level 4: ExpandingDescribe connections between the illustration and text using expanded and some complex sentences.
Level 5: BridgingDescribe connections between the illustration and text using multiple, complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Writing/ResearchW.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.
Informs or explains using a combination of drawing, dictating, and/or writing, names what they are writing about, and supplies some information about the topic.
Demonstrates the ability to tell/explain what they know or understand about a topic, with prompting and support.
Sample Objectives (I can):Create a drawing and write/dictate to explain what it is about.
Routine Writing● Teacher’s Edition pp. T29, 45, 57, 67, 73
Speaking and ListeningSL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1b-Continue a conversation through multiple exchanges.
SL.K.5-Add drawings or other visual displays to descriptions as desired to provide additional detail.
Demonstrates the ability to participate in a collaborative conversation with diverse partners about kindergarten topics and texts.
Demonstrates the ability to follow rules for discussions.
Demonstrates the ability to continue conversation through multiple exchanges.
Provides drawings or other visual displays to descriptions to provide additional detail.
Sample Objectives (I can):Participate productively in class discussions.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Participate in conversations about text.Follow classroom rules and procedures.
Expectations for Responsive Classroom activities such as Morning Meeting
Group behaviors, classroom routines and procedures, collaborative conversations
LanguageL.K.1a-Print many upper- and lowercase letters.
L.K.1f-Produce and expand complete sentences in shared language activities.
L.K.2a-Capitalize the first word in a sentence and the
pronoun I.
L.K 2b-Recognize and name end punctuation.
LK.5a-Sort common objects into categories to gain a sense of concepts the categories represent.
L.K.5b-Demonstrate understanding of verbs and adjectives by relating them to their opposites.
Demonstrates knowledge for the ability to print upper and lower case letters when writing.
Demonstrates the ability to write upper and lower case letters correctly.
With guidance and support, link two or more words together in communication.
Capitalizes the first word of a sentence. Capitalizes the word “I.” Shows understanding of word relationships and
nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent.
Shows understanding of word relationships and nuances in word meanings by demonstrating understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
Sample Objectives (I can):Print upper- and lower-case letters (Tt). Print my first and last name.With support, capitalize the first word in a sentence and the pronoun I. With support, use end punctuation for sentences. Match words with the senses they represent.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Essential Question: Why is movement important for people and animals?
TN DOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.K.1c-Understand that words are separated by spaces in print.
RF.K.2c- Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2d-Isolate and pronounce sounds in three-phoneme words.
RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each consonant.
RF.K.3c-Read common high-frequency words by sight (e.g. see, at, green, I, am, little).
Shows an understanding that words are separated by spaces.
Demonstrates the ability to blend onsets and rimes of single syllable spoken words;
Demonstrates the ability to segment onsets and rimes of single-syllable spoken words.
Demonstrates the ability to isolate and pronounce sounds.
Identifies letter sounds. Demonstrates the ability to know and apply phonics
and word analysis skills when producing words. Demonstrates the ability to recognize and read high
frequency words.
Sample Objectives (I can): Recognize high frequency words (a). Identify Cc /k/ at the initial position in words. Understand that words are separated by spaces in
print. Blend and segment onsets and rimes in spoken
words.
Print Concepts, Phonemic Awareness, Phonics, Fluency Read and write letter Cc Pronounce and isolate c/k/ Blend Onset and Rimes Segment Onset and Rime Read with Expression Retelling High Frequency Words: a
Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys Word
Study flip chart, Lesson 8, alphabet manipulatives, letter matching, match pictures with the same beginning sound (focus on Cc, /c/), illustrate pictures with initial Cc /c/, review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/PA_001b.pdf
Reading Literature and Informational TextRL.K.3-With prompting and support identify characters, settings, and major events in a story.
RI.K.2-With prompting and support, identify the main topic and retell key details of a text.
Provides a statement of the main topic of a text. Provides a retelling of key details in a text. Provides a description of the connection between two
individuals in a text. Provides a description of the connections between two
events in a text. Provides a description of the connections between two
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Related Science Standard
Kindergarten: Standard 2-All life is interdependent and interacts with the environment
Sample Objectives (I can): Retell the story Jonathan and His Mommy Identify ways people and animals move from the book
Move Compare and contrast the way the tortoise and the
hair move using details from the text Compare how people and animals move with
information from the text
Why does Jonathan think he and his mom look strange to people they meet? (general understanding)
What do you visualize when you hear the text read from p. 13 in Move!?
What does wriggle mean on p.10 in Jonathan and His Mommy? (vocabulary)
Why do Jonathan and his Mommy end up in tears? (inference) Do the characters in Jonathan and His Mommy move the same or
different as the animals in Move!?
Literacy Station Activities Comprehension station: Journeys Comprehension flip chart,
Lesson 8, listening station/audio book, illustrate a story using details related to characters, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_021a.pdf
Writing/ResearchW.K.2-Use a combination 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.
W.K.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Informs or explains using a combination of drawing, dictating, and/or writing, names what they are writing about, and supplies some information about the topic.
Demonstrates the ability to tell/explain what they know or understand about a topic, with prompting and support.
Participates in shared research and writing projects.
Sample Objectives (I can):Write 3 ways Jonathan and his mom move in the storyWrite the different ways animals move
Routine Writing Teacher’s Edition pp. T217, T233, T245, T261 Visualize – Read one page from the story Move! without showing
the picture and have students picture in their mind what the illustration and drawings will look like. Students draw a picture to show their visualization.
Daily/Weekly Writing Draw/dictate and label Daily journal Shared Writing Activities
Writing Tasks-Culminating Task (optional) Create a web organizer naming the ways that Jonathan and his
mother move in the text. Have children refer to the organizer to Illustrate and write about three of the ways that Jonathan and his Mommy move in the story Jonathan and His Mommy.
Speaking and ListeningSL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.K.1b-Continue a conversation through multiple
Demonstrates the ability to participate in a collaborative conversation with diverse partners about kindergarten topics and texts.
Demonstrates the ability to follow rules for discussions.
Demonstrates the ability to continue conversation through multiple exchanges.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
exchanges.
.
Sample Objectives (I can): Follow classroom rules and procedures. Participate in group discussions.
LanguageL.K.1a-Print many upper- and lowercase letters
L.K.1f-Produce and expand complete sentences in shared language activities
L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent
L.K.5c-Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Demonstrates knowledge the ability to print upper and lower case letters when writing.
With guidance and support, link two or more words together in communication.
Shows understanding of word relationships and nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent.
Shows understandings of word relationships and nuances in word meanings by identifying the real-life connections between words and their use.
Sample Objectives (I can): Print upper- and lowercase letters (Cc). Print my first and last name. Use color words in sentences.
Literacy Station Activities Vocabulary station: Journeys vocabulary in context cards,
adjectives, illustrate words, act out movements with a partner, word sorts, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/v_022b.pdf
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
TN DOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each consonant.
RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.
RF.K.3c-Read common high-frequency words by sight (e.g., see, at, green, I, am, little).
RF.K.4-Read emergent-reader texts with purpose and understanding.
Demonstrates the ability to add, change, and count sounds to make new words.
Demonstrates the ability to know and apply phonics and word analysis skills when producing words.
Demonstrates the ability to associate long and/or short sounds of the five major vowels.
Demonstrates the ability to recognize and read high frequency words.
Demonstrates the ability to read emergent reader texts with a purpose, i.e., expression, pausing, fluency.
Sample Objectives (I can): Recognize high frequency words (to). Identify Pp /p/ at the initial and ending positions in
words. Blend phonemes to form words. Listen to fluent reading. Practice fluent reading.
Print Concepts, Phonemic Awareness, Phonics, Fluency Read and write letter Pp Pronounce and isolate p /p/ Blend Phonemes Reading Rate Review letter/sounds: m/m/, s/s/, short a/a/, t/t/, c/k/, and p/p/ Read with Expression Concept of Words High Frequency Words: to, see, we, aDecodable Readers
Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys word
Study flip chart, Lesson 9, alphabet manipulatives, letter matching, match pictures with the same beginning or ending sound (focus on Pp, /p/), review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/P_052a.pdf
Reading Literature and Informational TextRL.K.4-Ask and answer questions about unknown words in a text
RL.K.7-With prompting and support, describe the relationship between illustrations and the story in which they appear
RI.K.4-With prompting and support, ask and answer
Provides a statement or other expression that shows understanding of unknown words in a literary text.
Asks questions about unknown words in a literary text. Provides a description of the relationship between the
illustrations and the story in which they appear. Provides a statement or other expression that shows
understanding of unknown words in an informational text.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
questions about unknown words in a text.
RI.K.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).
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).
Asks questions about unknown words in an informational text.
Provides a description of the relationship between the illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).
Provides an identification of the basic similarities and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
Sample Objectives (I can):Use text and picture clues to define new words.Use illustrations to make meaning.Compare and contrast how wheels are used in Good Morning, Digger and What Do Wheels Do All Day?
What does vacant mean on p. 4 in Good Morning, Digger? (vocabulary)
Why does the author repeat phrases in the story? Was it possible for Digger to do the job by himself?
(opinion/argument) We saw wheels being used in both texts. What are some of the
similarities and differences in how the wheels helped people in both stories? (intertextual connections)
Literacy Station Activities Comprehension station: Journeys Comprehension flip chart,
Lesson 9, listening station/audio book, illustrate a story using details, review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/c_013a.pdf
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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).
Read
ing
Level 1: EnteringCompare and contrast basic similarities in and differences between two texts on the same topic with pictures and/or single words.
Level 2: EmergingLocate and classify information that identifies basic similarities in and differences between two texts on the same topic using pictures and/or phrases and short sentences.
Level 3: DevelopingUse clues to identify basic similarities in and differences between two texts on the same topic with visual support using key vocabulary in simple, related sentences.
Level 4: ExpandingCompare and contrast the basic similarities in and differences between two texts on the same topic using key vocabulary in expanded and some complex sentences.
Level 5: BridgingMake connections to the basic similarities in and differences between two texts on the same topic using precise vocabulary in multiple, complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:
North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Writing/ResearchW.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.
W.K.5-Respond to questions/suggestions from peers and add details to strengthen writing.
Informs or explains using a combination of drawing, dictating, and/or writing, names what they are writing about, and supplies some information about the topic.
Provides a response to questions and suggestions from peers.
Adds details that strengthen writing as needed after review of drafts.
Routine Writing Teacher’s Edition pp. T311, T327, T337, T347, T353
Daily/Weekly Writing Draw and label Daily Journal Shared Writing Activities
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Sample Objectives (I can):Describe how wheels of long ago and wheels of today are alike and different Write about how different wheels are useful.Make comments and ask questions about other's writing.Receive comments and questions about my writing.
Choose a type of wheel from Good Morning, Digger or What Do Wheels Do All Day? Draw, dictate, and write to inform how that type of wheel is useful.
Complete a comparison and contrast paragraph through shared writing.
Speaking and ListeningSL.K.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.K.2-Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.
Demonstrates the ability to participate in a collaborative conversation with diverse partners about kindergarten topics and texts.
Demonstrates the ability to follow rules for discussions. Demonstrates the ability to confirm understanding of a
text read aloud by answering and asking questions about key details.
Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.
Demonstrates the ability to request clarification if something is not understood.
Sample Objectives (I can):Participate appropriately in group discussions about books.Ask or answer questions for clarity.
LanguageL.K.1a-Print many upper- and lowercase letters.
L.K.1f-Produce and expand complete sentences in shared language activities.
L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent.
Demonstrates knowledge of upper and lower case letters when writing.
With guidance and support, link two or more words together in communication.
Shows understanding of word relationships and nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent.
Sample Objectives (I can) Print upper- and lowercase letters (Pp). Print my first and last name. Use number words in sentences. Speak in complete sentences.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Week 5 Lesson 11Reading Selections Read Aloud: Every Season Big Book: Jump Into January and Holidays All Year Long
Essential Question: What effect do the seasons have on people?
TN DOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.3b-Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3c-Read common high-frequency words by sight (e.g., come, me).
RF.K.4-Read emergent-reader texts with purpose and understanding.
Demonstrates the ability to add, change, and count sounds to make new words.
Demonstrates the ability to associate long and/or short sounds of the five major vowels.
Demonstrates the ability to recognize and read high frequency words.
Demonstrates the ability to read emergent reader texts with a purpose, i.e., expression, pausing, fluency.
Print Concepts, Phonemic Awareness, Phonics, Fluency Review letter/sounds: m/m/, s/s/, short a/a/, t/t/, c/k/, and p/p/ Blend phonemes Review Letter Aa Short a and Long a Read with Expression Concept of Words Pause for Punctuation High Frequency Words: to, see, we, a, come, me
Decodable ReadersMmmm, GoodThe PlaygroundCome and See MePam and Me
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys Word
Study flip chart, Lesson 10/11, alphabet manipulatives, letter matching, match pictures with the same middle sounds (focus on review of short and long /a/), review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/F_015a.pdf
Reading Literature and Informational TextRI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.K.6-With prompting and support, name the author and illustrator and define the role of each. RI.K.7-Describe relationships between illustrations and the text.RI.K.9-With prompting and support, identify similarities in and differences between texts on the same topic.
Related Science StandardKindergarten: Standard 8-The earth is surrounded by an active atmosphere and an energy system that controls the distribution of life, local weather, climate, and global temperature.
Provides a description of the connection between two individuals in a text.
Provides a description of the connections between two events in a text.
Provides a description of the connections between two ideas or pieces of information in a text.
Provides an identification of the author of a text and what the author’s role is in presenting the ideas or information in that text.
Provides an identification of the illustrator of a text and what the illustrator’s role is in presenting the ideas or information in that text.
Provides a description of the relationship between the illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).
Provides an identification of the basic similarities and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
Sample Objectives (I can): I can describe the connection between the information
in the text Jump into January. Identify the author and illustrator of Every Season and
explain what each does. Describe how Every Season and Jump Into January
Text Dependent Questions What four seasons are in the story Jump into January? (key
details) Why does the author begin the story Jump into January with the
month January and end it with December? (author’s purpose) Why does the author use the word “sweep” on p. 22 in Jump into
January? (vocabulary) The author of Jump into January uses movement to describe the
character’s actions. How do the pictures help you understand the motions? (author’s purpose)
In the story Jump into January, the author does not mention the seasons for the months. How do we know that the weather is changing in the story? What evidence can you find to support your answer? (opinions)
What effect do the seasons have on people? What evidence from the text supports your answer?
Literacy Station Activities Comprehension station: Journeys Comprehension flip chart,
Lesson 11, listening station/audio book, illustrate a story using details, review previously taught skills, additional optional
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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).
Read
ing
Level 1: EnteringCompare and contrast basic similarities in and differences between two texts on the same topic with pictures and/or single words.
Level 2: EmergingLocate and classify information that identifies basic similarities in and differences between two texts on the same topic using pictures and/or phrases and short sentences.
Level 3: DevelopingUse clues to identify basic similarities in and differences between two texts on the same topic with visual support using key vocabulary in simple, related sentences.
Level 4: ExpandingCompare and contrast the basic similarities in and differences between two texts on the same topic using key vocabulary in expanded and some complex sentences.
Level 5: BridgingMake connections to the basic similarities in and differences between two texts on the same topic using precise vocabulary in multiple, complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsWriting/ResearchW.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.
W.K.6-Explore digital tools to produce and publish writing.
Narrates a single event using a combination of drawing, dictating, and/or writing.
Narrates several loosely linked events using a combination of drawing, dictating, and/or writing.
Tells about events in the order in which they occurred when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.
Provides a reaction to what happened during the event(s) when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.
Uses a variety of digital tools to produce and publish writing.
Collaborates with peers to produce and publish writing, using a variety of digital tools.
Sample Objectives (I can):Write an opinion about my favorite season using evidence from the text to support your opinionUse Every Season and describe the sequence of the seasons
Routine Writing Teacher’s Edition pp. T29, 45, 57, 67, 73 Story Sentences
Culminating Task After reading the stories Jump into January and Every
Season write and illustrate an opinion about your favorite season including one reason to support your choice from the text. Use the computer or tablet to publish your writing
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Make illustrations that match my writingUse a computer or tablet to publish my writing
Speaking and ListeningSL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.
Demonstrates ability to speak audibly and express thoughts, feelings, and ideas clearly.
Sample Objectives (I can):Speak so that others understand me.Share my thoughts, feelings or ideas clearly.
Teacher’s Edition pp. T12-13, T30-31, T46-47, T58-59, T68-69Dig Deeper pp. T52-T53Classroom Conversation p. T71
LanguageL.K.1a-Print many upper- and lowercase letters.L.K.1b-Use frequently occurring nouns and verbs.L.K.2c-Write a letter or letters for most consonant and short vowel sounds (phoneme).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).
Demonstrates knowledge for the ability to print upper and lower case letters when writing.
Demonstrates command of the conventions of grammar through the frequent use of nouns and verbs.
Demonstrates the ability to write letters for consonant and short vowel sounds.
Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases by identifying the new meanings for familiar words and applying them accurately.
Sample Objectives (I can):Print lots of upper and lowercase letters. Use nouns (words that name) and verbs (actions words). Write a letter or letters for most short vowel sounds.Use the new words I learn in different ways to show that I know what they mean.
Vocabulary Daily Vocabulary Boost
Lesson Vocabulary Local, glisten, jive, orchard,
Academic Vocabulary seasons, opinion, Evidence, Cause and Effect http://www.htsb.org/wp-content/uploads/2014/07/Academic-
Language-Functions-toolkit.pdf
Literacy Station Activities Vocabulary station: Journeys vocabulary in context cards,
Lesson 11, draw/label/match elements of different seasons, illustrate activities done in different seasons, review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/v_012a.pdf
Language Arts Grammar Focus Word Choice Story Sentences
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Using the Performance Assessment Data collected throughout the semester, teachers will review and assess skills that students did not previously master. Revisit familiar stories in large and small group, and continue to involve students in literacy stations addressing current skills.
Week 7 Lesson 12Reading Selections Big Book: Snow Read Aloud: Storm is Coming
Essential Question: How do animals react when weather or seasons change?
TN DOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.K.2d-Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.3a-Demonstrate knowledge of letter-sound correspondences by producing the most frequent sound of each consonant.
RF.K.3c-Read common high-frequency words by sight (e.g., see, at, green, I, am, little).
RF.K.4-Read emergent-reader texts with purpose and understanding.
Demonstrates the ability to add, change, and count sounds to make new words.
Demonstrates the ability to know and apply phonics and word analysis skills when producing words.
Demonstrates the ability to recognize and read high frequency words.
Demonstrates the ability to read emergent reader texts with a purpose, i.e., expression, pausing, fluency.
Sample Objectives (I can):Recognize high frequency words (with, my).Identify Nn /n/ at the initial and ending positions in words.Blend sounds in spoken words.Match letters to sounds for letters taught to this point.Listen to fluent readingPractice reading fluently
Print Concepts, Phonemic Awareness, Phonics, Fluency Letter/Sound: Nn/n/ Word Building Blend Phonemes Final Sound Read with Expression Concept of Word High Frequency Words: with, my
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys flip
charts, alphabet manipulatives, letter matching, match pictures with the same beginning/ending sound (focus on Nn, /n/), additional activities:http://www.fcrr.org/studentactivities/PA_043a.pdf
Reading Literature and Informational TextRL.K.2-With prompting and support, retell familiar stories, including key details.
RL.K.3-With prompting and support, identify characters, settings, and major events in a story.
Related Science Standard
Kindergarten: Standard 2-All life is interdependent and interacts with the environment.
Provides a retelling of a familiar story, including key details
Provides an identification of characters in a story. Provides an identification of setting(s) in a story. Provides an identification of major events in a story.
Sample Objectives (I can):
Name the characters owl, gees and moose and discuss what happened to them in the story.
Discuss similarities and differences between Snow and Storm is Coming.
Use pictures to retell a story the story Storm is Coming.Use story details to draw conclusions.
Text Dependent Questions How do Owl, geese, and moose know that it will snow soon? (key
details) Look at page 3, in Storm is Coming which word means the same
as scared? (vocabulary) Who or what do the animals think Storm is in the story Storm is
Coming? Why do you think that? (opinions/arguments) What are the differences in how the animals prepare for the
changing weather in Storm is Coming and Snow? (intertextual connections)
Literacy Station Activities Comprehension station: Journeys flip chart, listening
station/audio book, illustrate a story using details, illustrate conclusion of story, additional activities:http://www.fcrr.org/studentactivities/c_014a.pdf
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RLK.3: With prompting and support, identify characters, settings, and major events in a story.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks KindergartenRe
adin
g
Level 1: EnteringIdentify and describe the main characters and setting of a story using single words, simple phrases.
Level 2: EmergingIdentify and describe the main characters and setting of a story using simple phrases and simple sentences with general vocabulary related to the story.
Level 3: DevelopingIdentify and describe the main characters and setting of a story using simple sentences with general and some specific vocabulary related to the story.
Level 4: ExpandingIdentify and describe the main characters and setting of a story using detailed sentence of varied lengths with specific and some technical vocabulary related to the story.
Level 5: BridgingIdentify and describe the main characters and setting of a story using complete, detailed sentences of varied lengths and types, using specialized vocabulary related to the story.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Writing/ResearchW.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.
W.K.5-Respond to questions/suggestions from peers and add details to strengthen writing.
Narrates a single event using a combination of drawing, dictating, and/or writing.
Narrates several loosely linked events using a combination of drawing, dictating, and/or writing.
Tells about events in the order in which they occurred when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.
Provides a response to questions and suggestions from peers.
Adds details that strengthen writing as needed after review of drafts.
Objectives (I can):draw, dictatate, and/or write to retell a story.Make changes to my writing based on feedback from my classmates.
Routine Writing Teacher’s Edition pp. T123, T139, T151, T161, T167
Writing Tasks-Culminating Task (optional) Choose one animal from Snow and draw/dictate/write how the
weather events change the animals behavior.
Speaking and ListeningSL.K.1a-Follow agreed-upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.K.1b-Continue a conversation through multiple exchanges.
SL.K.3-Ask and answer questions to seek help, get information, or clarify something not understood.
Demonstrates the ability to participate in a collaborative conversation with diverse partners about kindergarten topics and texts.
Demonstrates the ability to follow rules for discussions.
Demonstrates the ability to continue conversation through multiple exchanges.
Demonstrates the ability to ask and answer questions to seek help, get information, or clarify something that is not understood.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Sample Objectives (I can):Participate actively in group discussions.Ask and answer questions from teacher and classmates.Speak clearly and understandably.
LanguageL.K.1a-Print many upper- and lowercase letters.
L.K.1b-Use frequently occurring nouns and verbs.
L.K.1f-Produce and expand complete sentences in shared language activities.
L.K.2a-Capitalize the first word in a sentence and the pronoun I.
L.K.5a-Sort common objects into categories to gain a sense of concepts the categories represent.
L.K .5c-Identify real-life connections between words and their use.
Demonstrates knowledge the ability to print upper and lower case letters when writing.
Demonstrates command of the conventions of grammar through the frequent use of nouns and verbs.
With guidance and support, link two or more words together in communication.
Capitalizes the first word of a sentence. Capitalizes the word “I.” Shows understanding of word relationships and
nuances in word meanings by sorting common objects into categories (e.g. shapes, foods) thereby showing a sense of the concepts the categories represent.
Shows understandings of word relationships and nuances in word meanings by identifying the real-life connections between words and their use.
Sample Objectives (I can):Print upper- and lower-case letters (Nn).Print my first and last name.With support, capitalize the first word in a sentence and the pronoun I.Recognize that verbs are what a person, animal, or thing does.With support, write a simple sentence that expresses a complete thought. Relate words to the senses they represent.
Vocabulary Daily Vocabulary Boost Classify and Categorize Sensory Words
Lesson VocabularyBig Book: Snow
wisely, gathered, swirled, bristled, drifted,
Read Aloud: Storm is Coming bounded, frightened, bank, bleating, huddle
Literacy Station Activities Vocabulary station: Journeys vocabulary in context cards, Lesson
12, draw/label elements of a storm, i.e. rain, thunder, discuss differences between rainstorms and snowstorms, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/v_023b.pdf
Language ArtsGrammar Focus Sentence Part: Verbs Narrative Writing
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Week 8 Lesson 13Reading Selections Big Book: What Do You Do With a Tail Like This? Read Aloud: A Zebra’s World
Essential Question: How are people and animals the same?
TN DOE Curriculum Standards Evidence Statements Content & TasksReading Foundational SkillsRF.K.1b-Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.2d-Isolate and pronounce the vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.2e-Add or substitute individual sounds (phonemes) in 3 phoneme (CVC) words.
RF.K.3a-Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.3c-Read common high-frequency words by sight (e.g., all, one, zero, they, you, of, two, or, on, three).
Demonstrates the ability to understand that written words are made up of specific letters.
Demonstrates the ability to add, change, and count sounds to make new words.
Demonstrates the ability to add, change, and count sounds to make new words.
Demonstrates the ability to know and apply phonics and word analysis skills when producing words.
Demonstrates the ability to recognize and read high frequency words.
Sample Objectives (I can):Recognize high frequency words (you, what).Identify Ff /f/ at the initial and ending positions in words.With support build and read simple words with sounds that we have studied so far.Change the initial, medial, or final sound to create a new spoken word.
Print Concepts, Phonemic Awareness, Phonics, Fluency Letter/Sound: f/f/ Word Building Blend Phonemes Final Sound Reading Rate Concept of Word High Frequency Words: you, what
Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys flip
charts, alphabet manipulatives, letter matching, match pictures with the same beginning/ending sound (focus on Ff, /f/), review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/PA_023b.pdf https://www.engageny.org/resource/kindergarten-ela-skills-unit-5
Reading Literature and Informational TextRI.K.4-Ask and answer questions about unknown words in a
Provides a statement or other expression that shows understanding of unknown words in an informational
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
text.
RI.K.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).
RI.K.8-With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.9-With prompting and support, identify similarities in and differences between texts on the same topic.
Related Science Standard
Kindergarten: Standard 4-Plants and animals reproduce and transmit hereditary information between generations.
text. Asks questions about unknown words in an
informational text. Provides a description of the relationship between the
illustrations and the text in which they appear (e.g. what person, place, thing, or idea from the text is depicted in an illustration).
Provides the reasons an author gives to support points in a text.
Provides an identification of the basic similarities and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
Sample Objectives (I can):Ask and answer questions to learn new words from a story.Use illustrations and other graphics to comprehend what I read.Find examples in the text of reasons the author gives to support a point.Identify what is similar and different about two stories.
Text Dependent Questions How does the author use the title to help the reader know the
story is about animals? (key details) In What Do You Do With a Tail Like This, how do you know
what body part to look for? (author’s craft) When comparing animals, some use their body parts for
different reasons? Why do they do this? (opinions/arguments) Reread the stories My Five Senses and What Do you Do With
a Tail Like This?. What is the same about the animals’ body parts and human body parts when it comes to our five senses? (intertextual connections)
Literacy Station Activities Comprehension station: Journeys flip chart, listening
station/audio book, illustrate a story using details, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_012b.pdf
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
Read
ing
Level 1: EnteringDescribe the reasons the author gives to support his point of view using high-frequency, single words in phrases.
Level 2: EmergingDescribe the reasons the author gives to support his point of view using key vocabulary in phrases or short sentences.
Level 3: Developing Describe the reasons the author gives to support his point of view by using key vocabulary in simple, related sentences.
Level 4: ExpandingDescribe the reasons the author gives to support his point of view producing key vocabulary in expanded and some complex sentences.
Level 5: BridgingDescribe the reasons the author gives to support his point of view using precise vocabulary in multiple, complex sentences.
For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs
Writing/ResearchW.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.
Narrates a single event using a combination of drawing, dictating, and/or writing.
Narrates several loosely linked events using a combination of drawing, dictating, and/or writing.
Tells about events in the order in which they occurred when narrating a single event or several loosely linked events, using a combination of drawing, dictating,
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
and/or writing. Provides a reaction to what happened during the
event(s) when narrating a single event or several loosely linked events, using a combination of drawing, dictating, and/or writing.
Sample Objectives (I can):Draw and label a picture of an animal from What Do You Do With a Tail Like ThisDraw, write and provide dictation about the animal I selected.
Culminating Task Pick an animal from What Do You Do With A Tail Like This. Using
a combination of drawing, writing and dictating to write at least one fact about the animal you selected and cite the fact in the text. Draw an illustration of the animal and label your picture.
Speaking and ListeningSL.K.5-Add drawings or other visual displays to descriptions as desired to provide additional detail.
SL.K.6-Speak audibly and express thoughts, feelings, and ideas clearly.
Provides drawings or other visual displays to descriptions to provide additional detail.
Demonstrates ability to speak audibly and express thoughts, feelings, and ideas clearly.
Sample Objectives (I can):Describe my drawing of an animal.Speak clearly and understandably.
LanguageL.K.1f-Produce and expand complete sentences in shared language activities.
L.K.2b-Recognize and name end punctuation.
L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.
With guidance and support, link two or more words together in communication.
With support, use end punctuation for sentences (. and?).
Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases by using the most frequently occurring inflections and affixes as clues to the meaning of those words.
Sample Objectives (I can):Print upper- and lowercase letters (Mm, Ss, Aa, Tt, Cc, Pp, Nn, Ff).Print my first and last name.With support, create sentences from groups of words.With support, label my drawings using inventive spelling.Use words with prefixes un- and re-.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Recognize and use punctuation marks. https://www.engageny.org/resource/kindergarten-ela-skills-unit-4
TN DOE Curriculum Standards Evidence Statements Content & Tasks
Week 9: Performance Assessment Data Review
Using the Performance Assessment Data collected throughout the semester, teachers will review and assess skills that students did not previously master.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Reading Foundational SkillsRF. K .2c-Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3a-Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.
RF.K.3b-Associate long and short sounds with common spellings for the five major vowels.
RF. K .3c-Read common high-frequency words by sight (e.g., see at green, I, am, little)
Demonstrates the ability to blend onsets and rimes of single syllable spoken words.
Demonstrates the ability to know and apply phonics and word analysis skills when producing words.
Demonstrates the ability to associate long and/or short sounds of the five major vowels.
Demonstrates the ability to recognize and read high frequency words.
Sample Objectives (I can)Recognize high frequency words (we, a, to, with, my, you, what).Blend onsets and rimes in spoken words.Match letters and sounds (Mm, Ss, Aa, Tt, Cc, Pp, Nn, Ff).Understand that words are separated by spaces in print.
Print Concepts, Phonemic Awareness, Phonics, Fluency Review Onsets and Rimes Review letters and sounds taught to this point
Literacy Station Activities Phonemic Awareness/Phonics/Word study station: Journeys flip
charts, alphabet manipulatives, letter matching, match pictures with the same beginning/ending sound (review), review previously taught skills, additional optional activities:http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part4.pdf
Reading Literature and Informational Text
RL.K.4-Ask and answer questions about unknown words in a text.
RL.K. 7- With prompting and support, describe the relationship between illustrations and the story in which they appear.
RI. K 2- With prompting and support, identify the main topic and retell key details of a text.
RI. K 3- With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI. K 4-With prompting and support, ask and answer questions about unknown words in a text.
Provides a statement or other expression that shows understanding of unknown words in a literary text.
Asks questions about unknown words in a literary text.
Provides a description of the relationship between the illustrations and the story in which they appear.
Provides a statement of the main topic of a text. Provides a retelling of key details in a text. Provides a description of the connection between two
individuals in a text. Provides a description of the connections between
two events in a text. Provides a description of the connections between
two ideas or pieces of information in a text. Provides a statement or other expression that shows
understanding of unknown words in an informational text.
Asks questions about unknown words in an informational text.
station/audio book, illustrate a story using details, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_021b.pdf
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
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).
Related Social Studies Standards
K.3 Compare family traditions and customs among different cultures.
K.4 Use diagrams to show similarities and differences in food, clothes, homes, games, and families in different cultures.
K.26 Locate and describe events on a calendar, including birthdays, holidays, cultural events, and school events.
Provides an identification of the basic similarities and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).
Sample Objectives (I can): Ask and answer questions about key details. Use phrases and picture clues to define unknown
words. Relate illustrations to the text and meaning. Participate in discussions about read alouds. Use details from the text to answer questions. With support, identify the main topic and key details of
a story.
Writing/ResearchW.K 2-Use a combination 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.
Informs or explains using a combination of drawing, dictating, and/or writing, names what they are writing about, and supplies some information about the topic.
Demonstrates the ability to tell/explain what they know or understand about a topic, with prompting and support.
Sample Objectives (I can):Use drawing, dictating, and writing to compose explanatory texts.
Culminating Task Complete a Venn diagram comparing/contrasting two different
holidays that are celebrated in December, i.e., Hanukkah, Kwanzaa, Christmas, Las Posadas. Have students dictate, write or draw a story explaining at least one difference and similarity between the two holidays.
Speaking and ListeningSL.K. 2 Confirm understanding of a text read aloud, information presented orally, or through other media by asking/answering questions and requesting clarification.
SL.K.3 Ask and answer questions to seek help, get information, or clarify something not understood.
SL.K.4 Describe familiar people, places, things, and events/provide detail.
SL.K.6 Speak audibly and express thoughts, feelings, and
Demonstrates the ability to confirm understanding of a text read aloud by answering and asking questions about key details.
Demonstrates the ability to confirm understanding of information presented orally or through other media by asking and answering questions about key details.
Demonstrates the ability to request clarification if something is not understood.
Demonstrates the ability to ask and answer questions to seek help, get information, or clarify something that is not understood.
Routines Ongoing Class Routines Continuation of classroom rules and procedures
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
ideas clearly.
Demonstrates the ability to describe familiar people, places, things, and events.
Demonstrates the ability to provide additional detail with prompting and support.
Demonstrates ability to speak audibly and express thoughts, feelings, and ideas clearly.
Sample Objectives (I can):Participate actively and appropriately in group discussions about books read aloud.Ask and answer questions from teacher and classmates.Share ideas during class discussions.Speak clearly and understandably.
LanguageL.K.1f-Produce and expand complete sentences in shared language activities.
L.K.2a-Capitalize the first word in a sentence and the pronoun I.
L.K.2b-Recognize and name end punctuation.
L.K.2c-Write a letter or letters for consonant and short-vowel sounds.
L.K.2d-Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
L.K.4b-Use frequently occurring inflections and affixes as a clue to the meaning of an unknown word.
With guidance and support, link two or more words together in communication.
Demonstrates an understanding of capitalization and the use of the pronoun I.
With support, use end punctuation for sentences (. and?).
Demonstrates the ability to write letters for consonant and short vowel sounds.
Demonstrates the ability to spell simple words phonetically, using letter-sound relationships as a reference.
Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases by using the most frequently occurring inflections and affixes as clues to the meaning of those words.
Sample Objectives (I can):Print all upper- and lower-case letters (Mm, Ss, Aa, Tt, Cc, Pp, Nn, Ff).Print my first and last name. Use words and phrases acquired through conversations, reading and being read to, and responding to text. Write a simple sentence that expresses a complete thought. With support, use inventive spelling to write words.
Vocabulary Various words from teacher selected texts
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
APPENDIXWeeks 1-2, Lesson 6
Week 1
Essential Question: How do our senses make us more aware?
1 2 3 4 5
Read Aloud Text based comprehension Text based discussion
Main Selection (Read Aloud) Text based comprehension Text based discussion
(Whole and Small Group)
Big Book: My Five Senses All activities and discussions should be guided by the Text X-ray (Zoom in on Key Ideas & Academic Language) Orally respond to “Think Through the Text” questions 2, 8, 9 “Retelling Cards” 3 and 4 (cards and suggested prompts)
Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials
Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work
- Phonics and high frequency words Decoding/Encoding
Follow the daily Phonics and Fluency sequence of activities
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Week 1 cont.
Essential Question: How do our senses make us more aware?
1 2 3 4 5
Language/ Syntax Spelling and Grammar
Follow the daily Grammar sequence of activities
Writing Response to text Culminating task
Aligned with the EQ and topic
Shared Writing:How did the boy in the story use his senses to become more aware? Use pictures and text to support your answer.
Independent Writing:Part A. Look at the picture on page 21. How is the boy using four of his senses to be more aware?Part B. Draw a picture and write a sentence describing how you use your senses to become more aware.
StandardsList Reading and Writing standards related to the texts, questions and tasks.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Week 2
Essential Question: How do our senses make us more aware?
1 2 3 4 5
Read Aloud Text based comprehension Text based discussion
Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work
- Phonics and high frequency words Decoding/Encoding
Follow the daily Phonics and Fluency sequence of activities
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Kindergarten
Week 2 cont.
Essential Question: How do our senses make us more aware?
1 2 3 4 5
Language/ Syntax Spelling and Grammar
Follow the daily Grammar sequence of activities
Writing Response to text Culminating task
Aligned with the EQ and topic
Culminating Task -Using the pictures, text, and flipbook created throughout the lesson, explain how the girl used her senses to become more aware of the ocean.
StandardsList Reading and Writing standards related to the texts, questions and tasks.
Reading: Literature RL.K.2, RL.K.3, RL.K.4, RL.K.7
