Kyrene School District



Kindergarten English Language Arts Curriculum Map: AugustCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 1 Week 1; Theme 1 Week 2; Theme 2 Week 1Sharing Literature, p. 33, 49, 107, 123K.RL.2With prompting and support, retell familiar stories, including key details.Respond to Literature, p.33K.RL.3With prompting and support, identify characters, settings, and major events in a prehension Focus, p. 123K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.Literature Focus, p.33K.RL.10Actively engage in group reading activities with purpose and understanding.Sharing Literature, p.24, 32, 48, 56, 76, 90, 106, 114, 122, 132K.RI.1With prompting and support, ask and answer questions about key details in a text.Develop Listening Comprehension, p. 33, 49, 107, 123K.RI.5Identify the front cover, back cover, and title page of a book.Sharing Literature, p. 32, 56K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.Each storyK.RI.10Actively engage in group reading activities with purpose and understanding.Sharing Literature, p.24, 32, 48, 56, 76, 90, 106, 114, 122, 132AZ.K.RI.10aActively engage in group reading informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.Literature Focus, p. 57, 77, 91a.Follow words from left to right, top to bottom, and page by page.Each storyb.Recognize that spoken words are represented in written language by specific sequences of letters.Literature Focus, p. 57, 97c.Understand that words are separated by spaces in print.Literature Focus, p.77d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 174, 182, 190, 200, 210TemplatesK.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Phonemic Awareness, p. 47, 55, 105, 113, 163, 187b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 31, 75Templatesc.Blend and segment onsets and rimes of single-syllable spoken words.Templatesd.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 179, 197, 207K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 174, 182, 190, 200, 210TemplatesK.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.Teacher model writing classroom rules through suggestions from students.Teacher model the writing process in creating functional writing.Students participate as a group writing functional texts (group that you notes or messages to guest speakers, volunteers or peers.Students create a timeline in Social Studies using the terms before and after.Students create labels for locations on a map of familiar place.Students create a table matching simple descriptions of work with the names of those jobs.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics (Handwriting), p. 175, 191b.Use frequently occurring nouns and verbs.f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.a.Sort common objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.Literature Focus, p.199b.Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites.c.Identify real-life connections between words and their use (e.g., note places at school that are colorful).Literature Focus, p.107K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Kindergarten English Language Arts Curriculum Map: SeptemberCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 2 Week 2Theme 2 Week 3Theme 3 Week 1Theme 3 Week 2K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 281, 289K.RL.3With prompting and support, identify characters, settings, and major events in a prehension Focus, p. 365K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.Each StoryK.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).Comprehension Focus, p. 385K.RL.10Actively engage in group reading activities with purpose and understanding.K.RI.1With prompting and support, ask and answer questions about key details in a text.Sharing Literature, p. 231K.RI.2With prompting and support, identify the main topic and retell key details of a prehension Focus, p. 273K.RI.5Identify the front cover, back cover, and title page of a book.K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.Each StoryK.RI.10Actively engage in group reading activities with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Pre-Decodable Book, p. 252, 302b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.Literature Focus, p. 299d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 224, 240, 274, 282, 348, 356, 366, 376TemplatesK.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Phonemic Awareness, p. 221, 237, 287, 297, 383, 421b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 271, 339, 363, 397, 413, 429Literature Focus, p. 431Phonics, p. 416, 432Templatesc.Blend and segment onsets and rimes of single-syllable spoken words.Phonemic Awareness, p. 247d.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 229, 279, 307, 353, 373, 405K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 232, 240, 250, 260, 274, 282, 290, 300, 310, 400, 408Templatesb.Associate the long and short sounds with common spellings (graphemes) for the five major vowels.c.Read common high-frequency words by sight.High-Frequency Word, p. 242, 252, 292, 302, 358, 368, 378TemplatesK.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.Teacher model writing classroom rules through suggestions from students.Teacher model the writing process in creating functional writing.Students participate as a group writing functional texts (group that you notes or messages to guest speakers, volunteers or peers.Students create a timeline in Social Studies using the terms before and after.Students create labels for locations on a map of familiar place.Students create a table matching simple descriptions of work with the names of those jobs.K.W.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).K.W.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics, Handwriting, p. 225, 274, 348b.Use frequently occurring nouns and verbs.f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.a.Sort common objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.c.Identify real-life connections between words and their use (e.g., note places at school that are colorful).Sharing Literature, p. 230K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: OctoberCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 3 Week 3Theme 4 Week 1Theme 4 Week 2Theme 4 Week 3Sharing Literature, p. 453, 509, 523, 543, 575K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 523K.RL.3With prompting and support, identify characters, settings, and major events in a story.K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar prehension Focus, p. 567K.RL.10Actively engage in group reading activities with purpose and understanding.K.RI.1With prompting and support, ask and answer questions about key details in a text.K.RI.2With prompting and support, identify the main topic and retell key details of a prehension Focus, p. 523K.RI.4With prompting and support, ask and answer questions about unknown words in a textK.RI.5Identify the front cover, back cover, and title page of a book.K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.K.RI.10Actively engage in group reading activities with purpose and understanding.AZ.K.RI.10aActively engage in group reading informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Pre-Decodable Book, p. 470, 546, 638b.Recognize that spoken words are represented in written language by specific sequences of letters.Literature Focus, p. 591c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 516, 524, 534, 544, 554, 568, 592TemplatesK.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Literature Focus, p. 469, 619, 637b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 475, 581, 589, 597, 635, 643Phonics, p. 454, 462, 478, 576, 584, 614, 622, 630Templatesc.Blend and segment onsets and rimes of single-syllable spoken words.Phonemic Awareness, p. 451, 573, 627d.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 443, 459, 467, 565, 611K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 516, 524, 534, 544, 554, 568, 592Templatesb.Associate the long and short sounds with common spellings for the five major vowels.c.Read common high-frequency words by sight.Phonics, p. 526, 536, 546TemplatesK.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).K.W.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics, Handwriting, p. 517, 535b.Use frequently occurring nouns and verbs.f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.c.Identify real-life connections between words and their use (e.g., note places at school that are colorful).K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: NovemberCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt Trophies (Volume 2)Theme 5 Week 1Theme 5 Week2Theme 5 Week 3K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 71, 147K.RL.3With prompting and support, identify characters, settings, and major events in a prehension Focus, p. 41K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).Comprehension Focus, p. 117K.RL.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar prehension Focus, p. 85, 163K.RL.10Actively engage in group reading activities with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Pre-decodable Book, p.62, 110, 156b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 34, 52, 72TemplatesK.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Literature Focus, p. 25b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 99, 107, 137, 145, 153, 161Templatesd.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p.23, 39, 49, 59, 69, 83, 91, 115, 129, 145K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 42, 62, 94, 132Templatesb.Associate the long and short sounds with common spellings for the five major vowels.Templatesc.Read common high-frequency words by sight.Phonics, p. 44, 54, 64K.RF.4Read emergent-reader texts with purpose and understanding.K.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.W.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics, Handwriting, p. 35, 52, 86b.Use frequently occurring nouns and verbs.f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.c.Identify real-life connections between words and their use (e.g., note places at school that are colorful).d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: DecemberCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 6 Week 1Theme 6 Week 2Theme 6 Week 3K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 221K.RL.3With prompting and support, identify characters, settings, and major events in a prehension Focus, p. 263K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.10Actively engage in group reading activities with purpose and understanding.K.RI.1With prompting and support, ask and answer questions about key details in a text.K.RI.2With prompting and support, identify the main topic and retell key details of a text.K.RI.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.5Identify the front cover, back cover, and title page of a book.K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.K.RI.7With 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 and illustration depicts)K.RI.10Actively engage in group reading activities with purpose and understanding.AZ.K.RI.10aActively engage in group reading informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Pre-Decodable, p. 234b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 204, 212, 222, 232, 242TemplatesK.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Literature Focus, p. 279b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 261, 277, 285, 331c.Blend onset and rimes of single-syllable spoken words.Phonemic Awareness, p. 299, 307, 315Templatesd.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 193, 209, 219, 229, 239, 269, 299, 307, 315K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 212, 232Templatesb.Associate the long and short sounds with common spellings for the five major vowels.c.Read common high-frequency words by sight.Phonics, p. 214, 224, 234TemplatesK.RF.4Read emergent-reader texts with purpose and understanding.K.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics, Handwriting p. 205, 223b.Use frequently occurring nouns and verbs.f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: JanuaryCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 7 Week 1Theme 7 Week 2Theme 7 Week 3Theme 8 Week 1K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 431, 439, 549K.RL.3With prompting and support, identify characters, settings, and major events in a story.K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.K.RL.10Actively engage in group reading activities with purpose and understanding.K.RI.1With prompting and support, ask and answer questions about key details in a text.After Reading, each storyK.RI.2With prompting and support, identify the main topic and retell key details of a prehension Focus, p. 379K.RI.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.4With prompting and support, ask and answer questions about unknown words in a text.Literature Focus, p. 409K.RI.5Identify the front cover, back cover, and title page of a book.K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.K.RI.7With 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 and illustration depicts)K.RI.8With prompting and support, identify the reasons and author gives to support points in a text.Teacher may provide the maid idea and ask students for supporting details.K.RI.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).K.RI.10Actively engage in group reading activities with purpose and understanding.AZ.K.RI.10aActively engage in group reading informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Decodable Book, p.400, 448, 494, 570b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p.372, 390, 424, 542, 560TemplatesK.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Phonemic Awareness, p. 531b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 363, 429, 437, 453, 467, 475, 499, 577Literature Focus, p. 569Templatesd.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 377, 387, 397, 421, 445, 547, 567e.Add or substitute individual sounds in simple, one-syllable words to make new words.Phonemic Awareness, p. 407, 483, 491K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p.380, 400, 410, 470, 550, 570, 580Templatesb.Associate the long and short sounds with common spellings for the five major vowels.Phonics, p.432, 470Templatesc.Read common high-frequency words by sight.Phonics, p. 382, 392, 402, 552, 562Templatesd.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.K.RF.4Read emergent-reader texts with purpose and understanding.K.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics, Handwriting, p.373, 391, 425, 543, 560b.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, of, by, with).f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.Literature Focus, p. 455c.Write a letter or letters for most consonant and short-vowel sounds.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: FebruaryCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 8 Week 2 (Volume 2)Theme 8 Week 3Theme 9 Week 1 (Volume 3)Theme 9 Week 2K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 71, 85K.RL.3With prompting and support, identify characters, settings, and major events in a prehension Focus, p. 625, 93K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.K.RL.10Actively engage in group reading activities with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Decodable Books, p. 618, 664, 62, 110b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 594, 34, 52, 86TemplatesK.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Literature Focus, p. 601, 61, 117Phonemic Awareness, p. 115b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 599, 645, 653, 49, 69, 91, 99, 107c.Blend onset and rimes of single-syllable spoken words.Phonemic Awareness, p. 615Templatesd.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 607, 623, 632, 645, 23, 39, 59 83e.Add or substitute individual sounds in simple, one-syllable words to make new words.Phonemic Awareness, p. 591K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 594, 42, 62, 72Templatesb.Associate the long and short sounds with common spellings for the five major vowels.Phonics, p. 594, 618, 664, 94, 110Templatesc.Read common high-frequency words by sight.Phonics, p. 42, 54, 64Templatesd.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.K.RF.4Read emergent-reader texts with purpose and understanding.K.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics, Handwriting p. 35, 53b.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, of, by, with).f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.a.Sort common objects into categories (e.g., shapes, food) to gain a sense of the concepts the categories represent.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: MarchCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 9 Week 3Theme 10 Week 1Theme 10 Week 2K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 147, 211, 279K.RL.3With prompting and support, identify characters, settings, and major events in a prehension Focus, p. 163, 271K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.10Actively engage in group reading activities with purpose and understanding.K.RI.1With prompting and support, ask and answer questions about key details in a text.K.RI.2With prompting and support, identify the main topic and retell key details of a text.K.RI.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.4With prompting and support, ask and answer questions about unknown words in a text.K.RI.5Identify the front cover, back cover, and title page of a book.K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.K.RI.8With prompting and support, identify the reasons an author gives to support point in a text.K.RI.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).K.RI.10Actively engage in group reading activities with purpose and understanding.AZ.K.RI.10aActively engage in group reading informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Decodable Books, p. 156, 232, 280b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 204, 222K.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Phonemic Awareness, p. 161b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 129, 137, 145, 239, 261, 277d.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 183, 209, 219, 229, 253, 285e.Add or substitute individual sounds in simple, one-syllable words to make new words.Phonemic Awareness, p. 153K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 132, 212, 232, 242, 256b.Associate the long and short sounds with common spellings for the five major vowels.Phonics, p. 132, 156, 256c.Read common high-frequency words by sight.Phonics, p. 212, 224d.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.K.RF.4Read emergent-reader texts with purpose and understanding.K.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.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, of, by, with).f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationshipsK.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.a.Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).b.Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of the unknown word.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: AprilCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 10 Week 3Theme 11 Week 1Theme 11 Week 2Theme 11 Week 3K.RL.2With prompting and support, retell familiar stories, including key prehension Focus, p. 317, 333, 485K.RL.3With prompting and support, identify characters, settings, and major events in a prehension Focus, p. 309, 477K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.10Actively engage in group reading activities with purpose and understanding.K.RI.1With prompting and support, ask and answer questions about key details in a text.K.RI.2With prompting and support, identify the main topic and retell key details of a text.K.RI.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.4With prompting and support, ask and answer questions about unknown words in a text.K.RI.5Identify the front cover, back cover, and title page of a book.K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.K.RI.8With prompting and support, identify the reasons an author gives to support points in a text.K.RI.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).K.RI.10Actively engage in group reading activities with purpose and understanding.AZ.K.RI.10aActively engage in group reading informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Decodable Books, p. 326, 402, 448, 495b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 372, 390, 410, 424K.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Phonemic Awareness, p. 299, 331b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 397, 407, 437, 467, 475d.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 363, 377, 387, 421e.Add or substitute individual sounds in simple, one-syllable words to make new words.Phonemic Awareness, p. 307, 323, 429, 445, 453K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.Phonics, p. 380b.Associate the long and short sounds with common spellings for the five major vowels.Phonics, p. 432, 448c.Read common high-frequency words by sight.Phonics, p. 382, 392, 402d.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.K.RF.4Read emergent-reader texts with purpose and understanding.K.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.Phonics, Handwriting, p. 373b.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, of, by, with).f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationshipsK.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.a.Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).b.Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of the unknown word.K.L.5With guidance and support from adults, explore word relationships and nuances in word meanings.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Kindergarten English Language Arts Curriculum Map: MayCodeStandardClassroom Resources / AssessmentsNotesK.RL.1With prompting and support, ask and answer questions about key details in text.Harcourt TrophiesTheme 12 Week 1Theme 12 Week 2Theme 12 Week 3K.RL.2With prompting and support, retell familiar stories, including key details.K.RL.3With prompting and support, identify characters, settings, and major events in a story.K.RL.4Ask and answer questions about unknown words in a text.K.RL.5Recognize common types of texts (e.g., storybooks, poems)K.RL.6With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.K.RL.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).K.RL.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar prehension Focus, p. 533K.RL.10Actively engage in group reading activities with purpose and understanding.K.RI.1With prompting and support, ask and answer questions about key details in a text.K.RI.2With prompting and support, identify the main topic and retell key details of a text.K.RI.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.K.RI.4With prompting and support, ask and answer questions about unknown words in a text.K.RI.5Identify the front cover, back cover, and title page of a book.K.RI.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.K.RI.7With 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).K.RI.8With prompting and support, identify the reasons an author gives to support points in a text.K.RI.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).K.RI.10Actively engage in group reading activities with purpose and understanding.AZ.K.RI.10aActively engage in group reading informational and functional texts, including history/social studies, science, and technical texts, with purpose and understanding.K.RF.1Demonstrate understanding of the organization and basic features of print.a.Follow words from left to right, top to bottom, and page by page.Decodable Books, p. 570, 616, 646, 654, 662b.Recognize that spoken words are represented in written language by specific sequences of letters.c.Understand that words are separated by spaces in print.d.Recognize and name all upper- and lowercase letters of the alphabet.Phonics, p. 542K.RF.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes)a.Recognize and produce rhyming words.Phonemic Awareness, p. 589, 597b.Count, pronounce, blend, and segment syllables in spoken words.Phonemic Awareness, p. 547, 567, 605, 613, 643d.Isolate and pronounce the initial, medial vowels, and final sounds in three-phoneme (CVC) words.Phonemic Awareness, p. 531e.Add or substitute individual sounds in simple, one-syllable words to make new words.Phonemic Awareness, p. 557, 621, 651, 659, 667K.RF.3Know and apply grade level phonics and word analysis skills in decoding words.a.Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.b.Associate the long and short sounds with common spellings for the five major vowels.Phonics, p. 638, 646, 654, 662c.Read common high-frequency words by sight.Phonics, p. 552, 562d.Distinguish between similarly spelled words by identifying the sounds of the letters that differ.K.RF.4Read emergent-reader texts with purpose and understanding.K.W.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state and opinion or preference about the topic or book (e.g., My favorite book is….).K.W.2Use 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.K.W.3Use 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.AZ.K.W.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.K.W.5With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.K.W.6With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.K.W.7Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).K.W.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.K.SL.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed upon rules for discussions (e.g., listening to other and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges.K.SL.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering question about key details and requesting clarification if something is not understood.K.SL.3Ask and answer questions in order to seek help, get information, or clarify something that is not understood.K.SL.4Describe familiar people, places, things and events and, with prompting and support, provide additional details.K.SL.5Add drawings or other visual displays to descriptions as desired to provide additional detail.K.SL.6Speak audibly and express thoughts, feeling, and ideas clearly.K.L.1Demonstrate command of the convention of standard English grammar and usage when writing or speaking.a.Print many upper- and lowercase letters.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, of, by, with).f.Produce and expand complete sentences in shared language activities.K.L.2Demonstrate 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.b.Recognize and name end punctuation.c.Write a letter or letters for most consonant and short-vowel sounds.d.Spell simple words phonetically, drawing on knowledge of sound-letter relationshipsK.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.a.Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).b.Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of the unknown word.K.L.5With 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.d.Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.K.L.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ................
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