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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|Opportunities for Differentiation: |

|Learning centers/stations |

|Flexible grouping |

|VAKT modeling |

|Leveling of sorting activities |

|Teacher Notes: |

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