Unit Overview
|Unit Overview |
|Content Area: English Language Arts |
|Unit Title: Conventions of Standard English: Vocabulary Acquisition, Grammar and Usage |
|Target Course/Grade Level: Kindergarten Timeline: Ongoing |
|Unit Summary: The instruction of vocabulary is best supported when embedded and instructed throughout all areas of the curriculum. Vocabulary |
|instruction must be direct and occur every day through oral and print exposure (spoken and written vocabulary). Vocabulary occurs in two basic|
|forms: receptive (vocabulary children understand when they hear) and expressive (vocabulary children use in speaking and writing). In |
|addition, vocabulary knowledge supports students’ abilities in listening and reading comprehension. This unit will also enforce the importance|
|of one’s ability to communicate effectively by articulating clearly and accurately using appropriate language structure so that one’s message |
|can be understood. |
|Primary interdisciplinary connections: Science, Social Studies, Math, Art, Music, Health and Physical Education |
|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility |
|and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. |
|Anchor Standards: |
|Anchor Standards for Language: |
|Conventions of Standard English |
|1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|Vocabulary Acquisition and Use |
|4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, |
|and consulting general and specialized reference materials, as appropriate. |
|5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
|6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and |
|listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown |
|term important to comprehension or expression. |
|Learning Targets/Activities |
|Domain: Language |
|Cluster: Conventions of Standard English, Vocabulary Acquisition and Use |
|Standard # | Standards |
|L.K.1.b-f |Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| |b. Use frequently occurring nouns and verbs. |
| |c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). |
| |d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). |
| |e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). |
| |f. Produce and expand complete sentences in shared language activities. |
|L.K 4.a-b |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and |
| |content. |
| |Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to |
| |duck). |
| |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. |
|L.K.5.a-d |With guidance and support from adults, explore word relationships and nuances in word meanings. |
| |Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. |
| |Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). |
| |Identify real-life connections between words and their use (e.g., note places at school that are colorful). |
| |Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting |
| |out the meanings. |
|L.K.6 |Use words and phrases acquired through conversations, reading and being read to, and responding to texts. |
|Unit Essential Questions |Unit Enduring Understandings |
|Why is vocabulary instruction essential? |In order to communicate effectively one must possess a robust |
|How can I acquire a robust vocabulary? |vocabulary. |
|Why is there structure to our language? |When reading, speaking, and writing it is important to understand word |
|How do I effectively communicate my thoughts and feelings when |relationships and nuances in word meanings. |
|speaking and writing? |Building a robust vocabulary assists in listening and reading |
| |comprehension. |
| |Language has consistent patterns and rules to follow when speaking and |
| |writing. |
| |It is essential to articulate clearly and accurately using appropriate |
| |language structure so that one’s message can be understood. |
|Unit Learning Targets |
|Students will ... |
|Identify and use frequently occurring nouns and verbs in speaking and writing. (L.K.1.b) |
|Identify and form plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (L.K.1.c) |
|Demonstrate an understanding of question words (interrogatives) in speaking and writing (e.g, who, what, when, where, why, how). (L.K.1.d) |
|Use appropriate prepositions (e.g, to, from, in, out, on, off, for, of, by, with) to expand thoughts in speaking and writing. (L.K.1.e) |
|Demonstrate an understanding of multiple meaning words and apply them accurately in speaking and writing. (L.K.4.a) |
|Identify and understand the meaning of frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) to determine |
|the meaning of an unknown word. (L.K.4.b) |
|Identify the features of a complete sentence or thought and expand during shared language activities. (L.K.5.f) |
|Identify commonalities of objects by sorting object/pictures into teacher or self-selected categories. (L.K.5.a) |
|Demonstrate the ability to generate antonyms to commonly used verbs and adjectives in both speaking and writing. (L.K.5.b) |
|Identify opposites/antonyms when reading and/or listening to texts. (L.K.5.b) |
|Identify verbally or draw detailed illustrations to support their understanding of words and their use/meaning. (L.K.5.c) |
|Demonstrate the ability to identify and extend verbs through drama (L.K.5.d) |
|Demonstrate social/intellectual conversation utilizing the use of words and phrases acquired. (L.K.6) |
|Learning Activities |
|word walls (interesting words, content words, sight words, etc.) |mentor texts/ read alouds |
|Guess My Word |songs, poems, literature and rhymes |
|sound/picture/object sorts |clapping/snapping/stomping games |
|matching and memory games with vocabulary words/pictures |morning message |
|class dictionary |daily oral language |
|Language Experience Charts |word clusters |
|written responses |modeled, interactive, and guided writing |
|Evidence of Learning |
|Formative Assessments |
|Student participation | |
|Teacher observation | |
|Performance Tasks: sorting, literacy center activities | |
|Summative Assessments |
|Oral and written conversation |
|RESOURCES/TECHNOLOGY |
|Teacher Instructional Resources: |
|Making Words, Cunningham, Hall and Heggie |
|Words Their Way: Pearson Learning Group |
|Reading First, Creative Teaching Press |
|Vocabulary Games for the Classroom, Carlton and Marzano |
|Building Academic Vocabulary, Marzano |
|Integration of Technology: SMARTBoard, Document Camera, SMARTBoard activities |
|Technology Resources: |
|Click the links below to access additional resources used to design this unit: |
|Florida Center for Reading Research – |
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|(Sadlier Professional Development Series) |
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|rllink.htm |
|Opportunities for Differentiation: |
|Learning centers/stations |
|Flexible grouping |
|VAKT modeling |
|Leveling of sorting activities |
|Teacher Notes: |
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