Addison Community Schools



English Language Arts Pacing Guide

Time Frame: 4 weeks – September Kindergarten

Unit 1: Getting to Know Books

Focus: Concepts of print, the basic features of a book, and begin mastering, sorting and recognizing letters and sounds. Students will be able to demonstrate understanding of spoken words, syllables, and sounds.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Narrative Text |How do readers learn about the |Before |audience |Use alphabet letter cards and sight word cards to help aid |

|RL.K.1. With prompting and support, ask and |alphabet? |What do you know about words? |author |students in learning their letters and sounds. |

|answer questions about key details in a text.|How do readers blend sounds to | |community | |

| |make words? |Running Records to determine basic concepts of |consonant |Possible websites to use to help students learn letters and |

| |Why do readers have |print and letter recognition. |CVC |sounds are: |

|RL.K.2 With prompting and support, retell |conversations? | |details | |

|familiar stories, including key details. | |During |focus | |

| | |KWL chart: What do you want to know about |listening | |

|RL.K.10 Actively engage in group reading | |words? |lowercase | |

|activities with purpose and understanding. | | |narrative |Clifford the Big Red Dog sound matching game: |

| | |After |speaking |

|Reading: Foundational Skills | |KWL chart: What did you learn about words? |uppercase/capital |tm |

|RF.K.1 Demonstrate understanding of the | | |vowel | |

|organization and basic features of print. | |Assessment for phonemic awareness: | |Initial sound identification game |

|Follow words from left to right, top to | | | |

|bottom, and page by page. | |deo/assessments/k-phonemic.pdf | | |

|Recognize that spoken words are represented | | | |Website with games for initial and final sounds, as well as |

|in written language by specific sequences of | |Running Records to determine basic concepts of | |rhyming: |

|letters. | |print and letter recognition. | |bbc.co.uk/schools/laac/words/dgi.shtml |

|Understand that words are separated by spaces| | | | |

|in print. | | | |Nursery rhyme activities: |

|Recognize and name all upper- and lowercase | | | | |

|letters of the alphabet. | | | | |

| | | | |Running Records: |

|RF.K.2 Demonstrate understanding of spoken | | | |Assess students on their reading capability and letter |

|words, syllables, and sounds (phonemes). | | | |recognition. |

|Recognize and produce rhyming words. | | | | |

|Count, pronounce, blend, and segment | | | |Crews, Nina. The Neighborhood Mother Goose. Greenwillow |

|syllables in spoken words. | | | |Books, 2004. ISBN-13: 9780060515737 |

|Blend and segment onsets and rimes of | | | | |

|single-syllable spoken words. | | | |Fitzpatrick, Jo. Reading Strategies That Work, Creative |

|Isolate and pronounce the initial, medial | | | |Teaching Press, Inc., 1998. ISBN-13: 978-1574713664 |

|vowel, and final sounds (phonemes) in | | | |(p. 25- Read a Picture) |

|three-phoneme (consonant-vowel-consonant, or | | | | |

|CVC) words.* (This does not include CVCs | | | |Fountas, Irene and Gay Su Pinell. Phonics Lesson: Letters, |

|ending with /l/, /r/, or /x/.) | | | |Words and How They Work: Grade K. Heinemann, 2006. ISBN-13: |

|Add or substitute individual sounds | | | |978-0-325-01061-8 |

|(phonemes) in simple, one-syllable words to | | | |(Lessons that aid in teaching letter recognition and sound, |

|make new words. | | | |sight words, blending, word families, and overall phonics.) |

| | | | | |

|Speaking & Listening | | | |Hague, Michael. Mother Goose: A Collection of Classic Nursery|

|SL.K.1. Participate in collaborative | | | |Rhymes. Henry Holt and Co., 1984. ISBN-13: 978-0805002140 |

|conversations with diverse partners about | | | | |

|kindergarten topics and texts with peers and | | | |Hoberman, Mary Ann. You Read to Me, I’ll Read to You: Very |

|adults in small and larger groups. | | | |Short Mother Goose Tales to Read Together. Little, Brown |

|Follow agreed-upon rules for discussions | | | |Books for Young Readers, 2005. ISBN-13: 978-0316144315 |

|(e.g., listening to others and taking turns | | | | |

|speaking about the topics and texts under | | | |Weber, Paige. Classic Nursery Rhymes. Gramercy, 2006. |

|discussion). | | | |ISBN-13: 978-0517227299 |

|Continue a conversation through multiple | | | | |

|exchanges. | | | | |

| | | | | |

|SL.K.3. Ask and answer questions in order to | | | | |

|seek help, get information, or clarify | | | | |

|something that is not understood. | | | | |

| | | | | |

|SL.K.4. Describe familiar people, places, | | | | |

|things, and events and, with prompting and | | | | |

|support, provide additional detail. | | | | |

| | | | | |

|SL.K.6. Speak audibly and express thoughts, | | | | |

|feelings, and ideas clearly. | | | | |

| | | | | |

|Reading: Informational Text | | | | |

|RI.K.5 Identify the front cover, back cover, | | | | |

|and title page of a book. | | | | |

|Language | | | | |

|L.K.1. Demonstrate command of the conventions| | | | |

|of standard English grammar and usage when | | | | |

|writing or speaking. | | | | |

|f. Produce and expand complete sentences in | | | | |

|shared language activities. | | | | |

English Language Arts Pacing Guide

Time Frame: 5 weeks – October Kindergarten

Unit 2: About Me

Focus: Students will expand their knowledge on the concepts of print (spacing words and mastery of letter/sound recognition as well as printing upper and lower case letters) and begin writing personal narratives of single events or loosely linked events and compose opinion pieces, as well as answering questions about text to aid in comprehension. Students will learn to present knowledge and ideas clearly.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |In what different ways can |Before |audience |Resources for teachers: |

|W.K.1. Use a combination of drawing, |students express themselves |Concept map pertaining to a topic |capitalization |Calkins, Lucy. Units of study for primary writers: A yearlong|

|dictating, writing to compose opinion pieces |through writing? | |edit |curriculum. Heinemann, 2003. ISBN-13: 978-0325037424. |

|in which they tell a reader the topic or the |How do readers demonstrate |MLPP |independence | |

|name of the book they are writing about and |comprehension through writing | |partnerships |Fountas, Irene and Gay Su Pinell. Phonics Lesson: Letters, |

|state an opinion or preference about the |and conversation? |During |personal narrative |Words and How They Work: Grade K. Heinemann, 2006. ISBN-13: |

|topic or book (e.g., My favorite book is . . |How do writers learn a process |Journals and shared writing pertaining to same |publish |978-0-325-01061-8 |

|.). |for writing? |topic. |punctuation |(Lessons that aide in teaching letter recognition and sound, |

| |How do writers use words to | |qualities of good writing |sight words, blending, word families, and overall phonics.) |

|W.K.3 Use a combination of drawing, |tell a story? |Students can practice daily writing in a journal|rehearsal | |

|dictating, and writing to narrate a single |How do writers read over their |and continue to master spacing words as well as |revision |Schaefer, Lola M. First Lessons for Beginning Writers. |

|event or several loosely linked events, tell |writing to add more details? |letter/sound recognition. |routines and rituals |Scholastic Teaching Resources, 2010. ISBN-13: 978-0545195706.|

|about the events in the order in which they |How do authors portray evidence| |writing process |(Guides teacher with ways to begin teaching writing in |

|occurred, and provide a reaction to what |in their writing? |After | |kindergarten.) |

|happened. |How can students discuss |Complete the final copy of a writing piece. | | |

| |writing in a meaningful way? | | |Personal Narrative Books: |

|W.K.5. With guidance and support from adults,| | | |Beaumont, Karen. I Like Myself. Harcourt Children’s Books, |

|respond to questions and suggestions from | | | |2004. ISBN-13: 978-0152020132 |

|peers and add details to strengthen writing | | | | |

|as needed. | | | |Broski, Julie. Being Me, Children’s Press, 2006. ISBN-13: |

| | | | |978-0516249759 |

|Language | | | | |

|L.K.1. Demonstrate command of the conventions| | | |Mayer, Mercer. All by Myself. Random House Books for Young |

|of standard English grammar and usage when | | | |Readers, 2001. ISBN-13: 978-0307119384 |

|writing or speaking. | | | | |

|a. Print many upper- and lowercase letters. | | | |Mayer, Mercer. I Was So Mad, Mercer Mayer, 2000. ISBN-13: |

| | | | |978-0307119391 |

|L.K.2. Demonstrate command of the conventions| | | | |

|of standard English capitalization, | | | |Parr, Todd. The Feel Good Book. Little, Brown Books for Young|

|punctuation, and spelling when writing. | | | |Readers, 2009. ISBN-13: 978-0316043458 |

|Capitalize the first word in a sentence and | | | | |

|the pronoun I. | | | |Price, Hope Lynne. These Hands. Jump at the Sun, 2007. |

|Recognize and name end punctuation. | | | |ISBN-13: 978-1423106333 |

|Write a letter or letters for most consonant | | | | |

|and short-vowel sounds (phonemes). | | | |Poems: |

|Spell simple words phonetically, drawing on | | | |Greenfield, Eloise. “By Myself.” |

|knowledge of sound-letter relationships. | | | | |

| | | | |Personal narrative website with text suggestions and lesson |

|L.K.6 Use words and phrases acquired through | | | |plans: |

|conversations, reading, and being read to, | | | |

|and responding to texts. | | | |b/Narrative.htm |

| | | | | |

|Speaking & Listening | | | | |

|SL.K.1. Participate in collaborative | | | | |

|conversations with diverse partners about | | | | |

|kindergarten topics and texts with peers and | | | | |

|adults in small and larger groups. | | | | |

| | | | | |

|Follow agreed-upon rules for discussions | | | | |

|(e.g., listening to others and taking turns | | | | |

|speaking about the topics and texts under | | | | |

|discussion). | | | | |

|Continue a conversation through multiple | | | | |

|exchanges. | | | | |

| | | | | |

|SL.K.3 Ask and answer questions in order to | | | | |

|seek help, get information, or clarify | | | | |

|something that is not understood. | | | | |

| | | | | |

|SL.K.4. Describe familiar people, places, | | | | |

|things, and events and, with prompting and | | | | |

|support, provide additional detail. | | | | |

| | | | | |

|SL.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. | | | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks – November Kindergarten

Unit 3: Looking Closely: Phonics and Fluency

Focus: Know and apply grade-level phonics and word analysis in decoding words. Students will read emergent-reader texts with purpose and understanding. Students will learn how to observe, list and label like scientists. This unit supports the idea that writing and learning about things in their world is important.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Foundational Skills |How do readers identify words? |Before |audience |Resources for Teachers: |

|RF.K.3 Know and apply grade-level phonics and| |Brainstorm ideas/topic for class book on |edit |Calkins, Lucy. A curricular plan for the writing workshop: |

|word analysis skills in decoding words. |How do writers compose |phonics |independence |Grade K. Heinemann, 2011. ISBN-13: 978-0-325-04301-2 |

|Demonstrate basic knowledge of one-to-one |informative and explanatory | |inform/explanatory | |

|letter-sound correspondences by producing the|texts and decipher the |During |partnerships |Fountas, Irene and Gay Su Pinell. Phonics Lesson: Letters, |

|primary sound or many of the most frequent |difference between the two? |Picture/word correlation. |publish |Words and How They Work: Grade K. Heinemann, 2006. ISBN-13: |

|sounds for each consonant. | | |qualities of good writing |978-0-325-01061-8 |

|Associate the long and short sounds with |How do writers make books just |After |revision |(Lessons that aide in teaching letter recognition and sound, |

|common spellings (graphemes) for the five |like the ones they read? |Completed page of class book. |routines and rituals |sight words, blending, word families, and overall phonics.) |

|major vowels. | | |what | |

|Read common high-frequency words by sight |Using pictures and context | |when |Books for leveled reading: |

|(e.g., the, of, to, you, she, my, is, are, |clues, how can writers | |where | |

|do, does). |strengthen their writing? | |who | |

|Distinguish between similarly spelled words | | |why |Phonics assessments: |

|by identifying the sounds of the letters that|How do writers use question | |writer |

|differ. |words (who, what, where, when, | |writing process |s/k-phonemic.pdf |

| |why) to add more detail to | | | |

|RF.K.4 Read emergent-reader texts with |their writing? | | |1st grade writer’s workshop checklists and other resources. |

|purpose and understanding. | | | |May easily be brought down to K level: |

| | | | | |

|Writing | | | | |

|W.K.2. Use a combination of drawing, | | | |Running Records: |

|dictating, and writing to compose | | | |Aid in assessing students on their reading fluency and |

|informative/explanatory texts in which they | | | |comprehension. |

|name what they are writing about and supply | | | | |

|some information about the topic. | | | |Common Core Suggested text: |

| | | | |Books for students: |

|W.K.5. With guidance and support from adults,| | | |Martin, Bill. Chicka Chicka Boom Boom. Beachlane Books, |

|respond to questions and suggestions from | | | |2009. ISBN-13: 978-1416990918 |

|peers and add details to strengthen writing | | | | |

|as needed. | | | |Martin, Bill. “Fire! Fire!” Said Mrs. McGuire. HMH Books, |

| | | | |2006. ISBN-13: 978-0152057251 |

|W.K.7. Participate in shared research and | | | | |

|writing projects (e.g., explore a number of | | | |Seuss, Dr. Green Eggs and Ham. Random House Beginner Books, |

|books by a favorite author and express | | | |1960. ISBN-13: 978-0394800165 |

|opinions about them). | | | | |

| | | | |Seuss, Dr. The Cat in the Hat. Random House, 1957. |

|Speaking & Listening | | | |ISBN-13: 978-0394800011 |

|SL.K.1. Participate in collaborative | | | | |

|conversations with diverse partners about | | | | |

|kindergarten topics and texts with peers and | | | | |

|adults in small and larger groups. | | | | |

|Follow agreed-upon rules for discussions | | | | |

|(e.g., listening to others and taking turns | | | | |

|speaking about the topics and texts under | | | | |

|discussion). | | | | |

| | | | | |

|Continue a conversation through multiple | | | | |

|exchanges. | | | | |

| | | | | |

|SL.K.4. Describe familiar people, places, | | | | |

|things, and events and, with prompting and | | | | |

|support, provide additional detail. | | | | |

|SL.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. | | | | |

|Language | | | | |

|L.K.1 Demonstrate command of the conventions | | | | |

|of standard English grammar and usage when | | | | |

|writing or speaking. | | | | |

|d. Understand and use question words | | | | |

|(interrogatives) (e.g., who, what, where, | | | | |

|when, why, how). | | | | |

| | | | | |

|L.K.2 Demonstrate command of the conventions | | | | |

|of standard English capitalization, | | | | |

|punctuation, and spelling when writing. | | | | |

|a. Capitalize the first word in a sentence | | | | |

|and the pronoun I. | | | | |

| | | | | |

|c. Write a letter or letters for most | | | | |

|consonant and short-vowel sounds (phonemes). | | | | |

|d. Spell simple words phonetically, drawing | | | | |

|on knowledge of sound-letter relationships. | | | | |

| | | | | |

|L.K.5 With guidance and support from adults, | | | | |

|explore word relationships and nuances in | | | | |

|word meanings. | | | | |

|a. Sort common objects into categories (e.g.,| | | | |

|shapes, foods) to gain a sense of the | | | | |

|concepts the categories represent. | | | | |

English Language Arts Pacing Guide

Time Frame: 5 weeks – December/January Kindergarten

Unit 4: Talk and Text

Focus: Confirm understanding of a text read aloud by asking and answering questions about key details. Students will participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Students will begin to recognize common types of text as well as the author and illustrator and their purpose in a text. (Author Study) In this unit, students learn how adding details to text strengthens writing. Students will also learn how to compare and contrast characters in familiar stories.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Speaking & Listening |Why do readers use question |Before |audience |Multiple books from same author and/ or various picture |

|SL.K.1 Participate in collaborative |words? |Students use pictures and/or drawings to answer|edit |books (i.e. The Very Hungry Caterpillar, From Head to Toe, |

|conversations with diverse partners about |How do writers use different |questions. |independence |The Grouchy Ladybug by Eric Carle.): |

|kindergarten topics and texts with peers and |genres to identify real-life | |inform/explanatory |Students can compare different writing styles between |

|adults in small and larger groups. |connections between words and |Story Maps |partnerships |authors. (i.e. Dr. Seuss likes to rhyme is his books. Eric |

|a. Follow agreed-upon rules for discussions |their use? | |presentation |Carle uses animals as his characters.) |

|(e.g., listening to others and taking turns |How do readers display |During |publish | |

|speaking about the topics and texts under |knowledge of concepts of prints|Students research topics and authors of |qualities of good writing |List of common authors/illustrators. |

|discussion). |through various genres? |interest. |revision | |

|b. Continue a conversation through multiple |How do writers elaborate text | |routines and rituals |Calkins, Lucy. A curricular plan for the writing workshop: |

|exchanges. |using more details? |After |what |Grade K. Heinemann, 2011. ISBN-13: 978-0-325-04301-2 |

| |How do readers use context |Students complete author study and present. |when | |

|SL.K.2. Confirm understanding of a text read |clues to identify vocabulary, | |where |Variety of books to choose from. Also, audio books will help|

|aloud or information presented orally or |as well as nouns and verbs? | |who |aide students in listening and comprehending text: |

|through other media by asking and answering | | |why |

|questions about key details and requesting | | |writing process |///NAV/Kids/Tab/STACKSBookAuthors//// |

|clarification if something is not understood.| | | | |

| | | | | |

|SL.K.5. Add drawings or other visual displays| | | |MAISA unit on text talk: |

|to descriptions as desired to provide | | | |

|additional detail. | | | |View/Default?UnitID=16544&YearID=2014&SchoolID=19&TimePeriod|

| | | | |ID=14&SourceSiteID=&CurriculumMapID=826& |

|SL.K.6. Speak audibly and express thoughts, | | | | |

|feelings, and ideas clearly. | | | |Common Core Suggested book/author: |

| | | | |Henkes, Kevin. Kitten’s First Full Moon. Greenwillow Books,|

|Language | | | |2004. ISBN-13: 978-0060588281 and other books by Kevin |

|L.K.1 Demonstrate command of the conventions | | | |Henkes. |

|of standard English grammar and usage when | | | | |

|writing or speaking. | | | |Other text suggestions for key details (any/multiple |

|d. Understand and use question words | | | |versions): |

|(interrogatives) (e.g., who, what, where, | | | |The Gingerbread Man |

|when, why, how). | | | |Goldilocks and the Three Bears |

| | | | |The Napping House |

|L.K.2 Demonstrate command of the conventions | | | |The Little Red hen |

|of standard English capitalization, | | | |The Three Billy Goats Gruff |

|punctuation, and spelling when writing. | | | |The Three Little Pigs |

|a. Capitalize the first word in a sentence | | | | |

|and the pronoun I. | | | |Suggested books for comparing/contrasting themes: |

|b. Recognize and name end punctuation. | | | |Spunky Kids theme- |

|c. Write a letter or letters for most | | | |Cowen-Fletcher, Jane, It Takes a Village. Scholastic, 1989.|

|consonant and short-vowel sounds (phonemes). | | | |ISBN-13: 978-0590465984 |

|d. Spell simple words phonetically, drawing | | | |and |

|on knowledge of sound-letter relationships. | | | |Tchana, Katrin Hyman and Pami, Louise Tchana, Oh, No, Toto! |

| | | | |Scholastic, 1997. ISBN-13: 978-0590465854 |

|L.K.4 Determine or clarify the meaning of | | | |and |

|unknown and multiple-meaning words and | | | |Shannon, David, No, David! Blue Sky Press, 1998. ISBN-13: |

|phrases based on kindergarten reading and | | | |978-0590930024 |

|content. | | | | |

|a. Identify new meanings for familiar words | | | |Spunky Pets theme – |

|and apply them accurately. | | | |Schaefer, Lola, Mittens. HarperCollins, 2007. ISBN-13: |

|b. Use the most frequently occurring | | | |978-0060546618 |

|inflections and affixes as a clue to the | | | |and |

|meaning of an unknown word. | | | |Ward, Cindy, Cookie’s Week. Puffin, 1997. ISBN-13: |

| | | | |978-0698114357 |

|L.K.5 With guidance and support from adults, | | | | |

|explore word relationships and nuances in | | | | |

|word meanings. | | | | |

|b. Demonstrate understanding of frequently | | | | |

|occurring verbs and adjectives by relating | | | | |

|them to their opposites. | | | | |

|c. Identify real-life connections between | | | | |

|words and their use. | | | | |

|d. Distinguish shades of meaning among verbs | | | | |

|describing the same general action by acting | | | | |

|out the meanings. | | | | |

| | | | | |

|Reading: Informational Text | | | | |

|RI.K.10. Actively engage in group reading | | | | |

|activities with purpose and understanding. | | | | |

| | | | | |

|Reading: Literature | | | | |

|RL.K.1. With prompting and support, ask and | | | | |

|answer questions about key details in a text.| | | | |

| | | | | |

|RL.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. | | | | |

| | | | | |

|RL.K.4. Ask and answer questions about | | | | |

|unknown words in a text. | | | | |

| | | | | |

|RL.K.5. Recognize common types of texts | | | | |

|(e.g., storybooks, poems). | | | | |

| | | | | |

|RL.K.6. With prompting and support, name the | | | | |

|author and illustrator of a story and define | | | | |

|the role of each in telling the story. | | | | |

| | | | | |

|RL.K.7 With prompting and support, describe | | | | |

|the relationship between illustrations and | | | | |

|the story and which they appear. | | | | |

| | | | | |

|RL.K.9 With prompting and support, compare | | | | |

|and contrast the adventures and experiences | | | | |

|of characters in familiar stories. | | | | |

| | | | | |

|RL.K.10 Actively engage in group reading | | | | |

|activities with purpose and understanding. | | | | |

| | | | | |

|Writing | | | | |

|W.K.5. With guidance and support from adults,| | | | |

|respond to questions and suggestions from | | | | |

|peers and add details to strengthen writing | | | | |

|as needed. | | | | |

English Language Arts Pacing Guide

Time Frame: 5 weeks – January/February Kindergarten

Unit 5: Small Moments: Zooming In and Stretching Out

Focus: Through rehearsing and drafting students will begin to zoom into one tiny moment and stretch the small moment across many pages. They will recall and record their reactions to small moments and name their feelings. They begin to include lots of interesting details.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

English Language Arts Pacing Guide

Time Frame: 4 weeks – February/March Kindergarten

Unit 6: Writing How-To’s

Focus: Students will focus on procedural writing to teach others step-by-step how to do a task. Students will focus on key details from beginning, middle, to end.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |How do writers use various texts |Before |comprehend |How-To Resources packet. There are many resources |

|W.K.2. Use a combination of drawing, dictating, and |to study characteristics of |Rubrics provided for a three-part How-To |informational |available on this site to help students learn how to |

|writing to compose informative/explanatory texts in which|procedural How-to books and |writing piece. |ordinal/ temporal numbers |write how-to’s: |

|they name what they are writing about and supply some |generated procedural How-to | |planning |

|information about the topic. |topics?   |During |procedural |itMap/View/Default?UnitID=16523&YearID=2013&SchoolID=1|

| |How do writers gather information|Students use checklist for steps one, |revision |9&TimePeriodID=33&SourceSiteID=&CurriculumMapID=823& |

|W.K.5. With guidance and support from adults, respond to |from provided sources to answer a|two, and three. |sequence | |

|questions and suggestions from peers and add details to |question? | |text features |Sequencing charts: |

|strengthen writing as needed. |How do writers use additional |After |tone |Aide students in learning how to sequence events. |

|W.K.8. With guidance and support from adults, recall |details so that readers can |Rubric is completed. |topic | |

|information from experiences or gather information from |comprehend their writing? | | |Suggested Common Core Texts: |

|provided sources to answer a question. |How do writers revise their | | |Baer, Edith. This Is the Way We Go to School. |

|Speaking & Listening |How-to books? | | |Scholastic, 1992. ISBN-13: 978-0590431620 |

|SL.K.1. Participate in collaborative conversations with |How do writers prepare for | | | |

|diverse partners about kindergarten topics and texts with|publication? | | |Crews, Donald. Truck. Greenwillow Books, 1991. |

|peers and adults in small and larger groups. |How can writers discuss their | | |ISBN-13: 978-0688104818 |

|Follow agreed-upon rules for discussions (e.g., listening|work through multiple exchanges | | | |

|to others and taking turns speaking about the topics and |in a meaningful way? | | |Hoban, Tana. I Read Signs. Greenwillow Books, 1987. |

|texts under discussion). | | | |ISBN-13: 978-0688073312 |

|Continue a conversation through multiple exchanges. | | | | |

| | | | | |

|SL.K.3. Ask and answer questions in order to seek help, | | | | |

|get information, or clarify something that is not | | | | |

|understood. | | | | |

| | | | | |

|SL.K.5. Add drawings or other visual displays to | | | | |

|descriptions as desired to provide additional detail. | | | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks – March/April Kindergarten

Unit 7: Informational Texts

Focus: Students will actively engage in group reading activities of informational texts and be able to identify similarities and differences between two texts on the same topic. Students will learn how to describe key ideas an author gives to support a point in a text.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |What is the importance of an |Before |connection |Graphic organizers: |

|RI.K.1 With prompting and support, ask and answer |informational text? |KWL chart: What do you know about |describe |Help students in brainstorming |

|questions about key details in a text. | |informational texts/non-fiction books? |details | |

| |How do readers identify key | |different |Variety of books to choose from. Also, audio books |

|RI.K.2 With prompting and support, identify the main |details in an informational text?|During |event |will help aide students in listening and comprehending|

|topic and retell key details of a text. | |KWL chart: What do you want to know about|evidence |text: |

| |Why is it important to know the |informational texts/non-fiction books? |idea |

|RI.K.3 With prompting and support, describe the |main idea when reading? |Graphic organizers |identify |P/ib/////NAV/Kids/Tab/STACKSBookAuthors//// |

|connection between two individuals, events, ideas, or | |After |informational text | |

|pieces of information in a text. |How do connections help readers |KWL chart: What did you learn about |non-fiction |Many books available online for students to read: |

| |understand vocabulary in an |informational texts/non-fiction books? |similar | |

|RI.K.4 With prompting and support, ask and answer |informational text? | | | |

|questions about unknown words in a text. | | | |Calkins, Lucy and Laurie Pessah. Nonfiction Writing: |

| |How can two texts about the same | | |Procedures and Reports. Heinemann, 2003. ISBN-13: |

|RI.K.6 Name the author and illustrator of a text and |topic be similar and different? | | |978-0325005324 |

|define the role of each in presenting the ideas or | | | |(Lessons on teaching nonfiction writing.) |

|information in a text. | | | | |

| | | | |Journals: |

|RI.K.7 With prompting and support, describe the | | | |Keeps a record of students’ writings. |

|relationship between illustrations and the text in which | | | | |

|they appear (e.g., what person, place, thing, or idea in | | | |Any animal picture books: |

|the text an illustration depicts). | | | |Informative books that are interesting to students. |

| | | | | |

|RI.K.8 With prompting and support, identify the reasons | | | |Suggested CCSS Books: |

|an author gives to support points in a text. | | | |Bulla, Clyde Robert. A Tree Is a Plant. Harper |

| | | | |Collins, 2001. ISBN-13: 978-0064451963 |

|RI.K.9 With prompting and support, identify basic | | | | |

|similarities in and differences between two texts on the | | | |Pfeffer, Wendy. From Seed to Pumpkin. Harper Collins,|

|same topic (e.g., in illustrations, descriptions, or | | | |2004. ISBN-13: 978-0064451901 |

|procedures). | | | | |

| | | | | |

|RI.K.10 Actively engage in group reading activities with | | | | |

|purpose and understanding. | | | | |

English Language Arts Pacing Guide

Time Frame: 5 weeks – May/June Kindergarten

Unit 8: Becoming an Author

Focus: Kindergartens will compose, revise, edit, and publish opinion pieces and learn how to make a claim and support it with evidence.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |How do writers compose |Before |audience |Picture books written by the same author: |

|W.K.1. Use a combination of drawing, dictating, and writing to|opinion pieces in different |Students will Think/Pair/Share an opinion |collaborate |Help students learn how different authors write. |

|compose opinion pieces in which they tell a reader the topic |ways? |they have about a topic. |focus | |

|or the name of the book they are writing about and state an | | |letter genre |Concept Maps: |

|opinion or preference about the topic or book (e.g., My |How do writers formulate |During |opinion |Aide students in brainstorming their ideas. |

|favorite book is…). |opinions about books? |Observe students work |reasons | |

| | | | |Suggested CCSS Books: |

|W.K.5. With guidance and support from adults, respond to |How do writers plan and |Adult/peer review | |Fleming, Denise, Where Once There Was a Wood. Square |

|questions and suggestions from peers and add details to |rehearse for writing? | | |Fish, 2000. ISBN-13: 978-0805064827. Have students |

|strengthen writing as needed. | |After | |write about why we need to conserve our planet. |

| |How can writers collaborate |Presentation about opinion | | |

|Speaking & Listening |effectively with peers? | | |Seeger, Laura Vaccaro, Green. Roaring Book Press, |

|SL.K.1. Participate in collaborative conversations with | | | |2012. ISBN-13: 978-1596433977. Have students create |

|diverse partners about kindergarten topics and texts with | | | |their own “Best Color” book and share with class. |

|peers and adults in small and larger groups. | | | | |

|Follow agreed-upon rules for discussions (e.g., listening to | | | | |

|others and taking turns speaking about the topics and texts | | | | |

|under discussion). | | | | |

|Continue a conversation through multiple exchanges. | | | | |

| | | | | |

|SL.K.3. Ask and answer questions in order to seek help, get | | | | |

|information, or clarify something that is not understood. | | | | |

| | | | | |

|SL.K.6. Speak audibly and express thoughts, feelings, and | | | | |

|ideas clearly. | | | | |

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