K ELA Unit 1 Overview
Kindergarten Unit 1: |Relationships |Suggested Time Frame: |6 Weeks | |
|TAKS Objective: |3 |TEKS: |K.1F, K.5A, K.5D, K.5E, K.5G, K.5H, K.6C, K.7A, |
| | | |K.7B, K.10D, K.11E, K.12D, K.14A, K.14E, K.15A |
|Unit Overview |
|Students will have an understanding of what it takes to have or make a good relationship with others by being with friends at school, by reading literature |
|and by experiencing our own feelings. In writing the students will develop an understanding that capital and lowercase letters go together, ex. straight |
|lines, slanted lines, circles, etc. |
|Enduring Understandings |Essential Questions |Writing Purpose |
|Relationships can be good or bad. |What makes good relationships? |Turning oral language into print |
|Literature helps the reader understand various |How does the reader learn about relationships through| |
|relationships. |school, literature, and friends? | |
|Letters are used to make words. |How do letters make words? | |
|It is important to make wise choices. |Why is it important to make wise choices? |Focus and Coherence |
| | |Focus on one idea and stick with it |
| | | |
| | | |
| | | |
| | |Writing Organizations |
| | |Sequence of story |
| | | |
| | | |
| | | |
| | |Depth of Development |
| | | |
| | |Details |
| | | |
| | | |
| | | |
| | |Voice |
| | |The author’s style |
| | | |
| | | |
| | | |
| | |Conventions of Written Language |
| | |Grammar |
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| | | |
| | |Every lesson should incorporate the 5 components|
| | |listed above |
| | |Use the 5 components when doing shared and |
| | |interactive writing. You can demonstrate the |
| | |components through daily news, writing about |
| | |your leader, and writer’s workshop stories. |
| | |This is recommended as a daily activity. |
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| | | |
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| | | |
|Language of Instruction |Relationships and/or Connections that should emerge | |
|alphabet |There are various types of relationships that we | |
|announcements |encounter – families, friends, school, literature, | |
|author |and letters, even ourselves. | |
|book | | |
|capital letters | | |
|capitalization |Products students will develop | |
|categories |Shared writing about being a good friend, or how to | |
|charts |be a good friend | |
|colors |Students will trace name with gummed stars – see | |
|directions |phonics lesson LK3 | |
|everyday language |Read aloud Leo the Late Bloomer, draw a picture of | |
|feelings |the main character, draw a picture of themselves, and| |
|final sounds |have them compare and contrast the two orally. | |
|first & last name | | |
|front & back cover | | |
|giving directions | | |
|illustrations | | |
|illustrator | | |
|individual letter | | |
|initial | | |
| | | |
|library | | |
|making introductions | | |
|media center | | |
|number word | | |
|objects | | |
|pictures | | |
|plays | | |
|printed word punctuation | | |
|questions | | |
|read aloud | | |
|relevant | | |
|repeated sounds | | |
|rhymes | | |
|rhyming words | | |
|table of contents | | |
|title page | | |
|tradition | | |
|volume | | |
| | | |
| | | |
| | | |
|Core Vocabulary | | |
|Vocabulary is generated by the teacher from selected | | |
|reading materials (these words should be used | | |
|throughout the year). | | |
|As to include: | | |
| | | |
|daddy | | |
|family | | |
|father | | |
|friends | | |
|home | | |
|mother | | |
|together | | |
|casa | | |
|escuela familia | | |
|juntos | | |
|mama | | |
|papa | | |
| | | |
| | | |
| | | |
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|Word Wall Words | | |
|I | | |
|am | | |
|a | | |
| | | |
|my | | |
|see | | |
|at | | |
| | | |
|can | | |
|is | | |
|like | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|en | | |
|la | | |
|esta | | |
| | | |
|el | | |
|yo | | |
|soy | | |
| | | |
|un | | |
|una | | |
|a ven | | |
| | | |
|aqui | | |
|dijo | | |
|ver | | |
| | | |
|las | | |
|los | | |
|mira | | |
| | | |
|mama | | |
|papa | | |
| | | |
| | | |
| | | |
|Glue words (written on black and white) are in Bold. | | |
| | | |
|Words with rimes are written on bright colored paper. | | |
| |Word Works Lessons | |
| |Pinnell & Fountas | |
| | | |
| |Week 1: establish routines | |
| |Week 2: ELC1, ELC 2 PA1, | |
| |Week 3: PA2, LK1, LK2 | |
| |Week 4: LK3, LK4, ELC3 | |
| |Week 5: PA3, PA4, PA5 | |
| |Week 6: PA6, PA7, LK5 | |
| | | |
| |Estrellita Program | |
| |for Bi-Lingual | |
| |Sonidos iniciales | |
|Kindergarten Unit 1: |Relationships |Suggested Time Frame: |6 Weeks |
|TAKS Objective: |3 |TEKS: |K.1F, K.5A, K.5D, K.5E, K.5G, K.5H, K.6C, K.7A, |
| | | |K.7B, K.10D, K.11E, K.12D, K.14A, K.14E, K.15A |
|Unit Overview |
|Students will have an understanding of what it takes to have or make a good relationship with others by being with friends at school, by reading literature |
|and by experiencing our own feelings. In writing the students will develop an understanding that capital and lowercase letters go together, ex. straight |
|lines, slanted lines, circles, etc. |
|Text Resources |Enrichment Workstations |Speaking and Listening Skills/Processes |
|Read Aloud Books |Read the Room (use pointers to read the room) |K.1A |
|The Kissing Hand |Reading Boxes (use text from Guided Reading) |K.1B |
|Miss Bindergarten Gets Ready for Kindergarten |Class Library (fiction and non-fiction books) |K.1C |
|Froggy Goes to School; |Buddy Reading |K.1D |
|Annabelle Swift, Kindergartner |Pocket Chart Activities |K.1E |
|Chrysanthemum |Making Words (magnetic letters, etc.) |K.1F |
|I Like Me |Letter Center (a variety of alphabet activities) |K.2A |
|Leo the Late Bloomer |Writing (write the room, make books, journals, etc.)|K.2B |
|When I was Little |Listening |K.3A |
|Corduroy |Overhead |K.3B |
|My Five Senses |Computers (Waterford, etc.) |K.3C |
|Brown Bear, Brown Bear |Dramatic Play (baskets of books and props [Mrs. |K.3D |
|The Listening Walk |Wishy Washy, etc.) |K.3E |
|Listen Buddy |Flannel boards |K.4A |
|Lilly's Purple Plastic Purse | |K.4B |
|The Relatives Came | |K.4C |
|Franklin Plays the Game |Technology & Electronic Resources | |
|Pelusa |Waterford Early Reading Program (where applicable) | |
|Mama Provi y la olla de arroz | |Reading Skills/Processes |
| |WEB SITES |K.5C |
|Shared Reading Books | |K.5D |
|I Need a Lunch Box |(abc’s) |K.5E |
|Cats Colors | |
|Mary Wore Her Red Dress |ey=environmental%20print |K.5G |
|The Three Little Kittens |(commercial labels, abc’s and more) |K.5H |
|From Head to Toe | |K.6A |
|Caminito de la escuela |(themes, literature and more) |K.6B |
|Gato y sus colores | |K.6C |
|Nursery Rhymes |(abc’s, holiday activities, literature) |K.6D |
|De la cabeza a los pies | |K.6E |
|Osito |(folder games, free printables) |K.6F |
|Kathy’s First Day of School | |K.7A |
|Welcome to Our School |(reading strategies, books, & more) |K.7B |
| | | |
|Guided Reading Resources |(Teacher technology lesson plans) |K.4D |
|PM Readers | |K.5A |
|Rigby | |K.5B |
|Scholastic | |K.7C |
|Wright Group | |K.8A |
|Scott Foresman | |K.8B |
|Mondo | |K.8C |
| | |K.9A |
| | |K.9B |
| | |K.9C |
| | |K.10A |
| | |K.10B |
| | |K.10C |
| | |K.10D |
| | | |
| | |K.11A |
| | |K.11B |
| | |K.11C |
| | |K.11D |
| | |K.11E |
| | |K.12A |
| | |K.12B |
| | |K.12C |
| | |K.12D |
| | |K.13A |
| | |K.13B |
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| | | |
| | | |
|Writing Mini-lessons |Writing Mini-lessons continued |Method(s) of Assessment |
|Teach writing routine |Names begin with capital letters |Observation |
|Where folders are kept |Write sentence beginning with I like, I am |Observation evaluated by peers |
|The date |(model through shared and interactive writing) |Students engaged in learning activities |
|The use of materials | |Direct questioning |
|Set rules and expectations | |Observation of performance or process |
| |Label the room and focus on recording sounds they | |
|Draw a picture of themselves |hear in the word. |Constructed Response |
|Write first and last names |Have the children draw pictures and label in journal|TEKS Check |
|Recognize name | |Open-ended |
|Write known letters | |Essay |
|Free choice of drawing & writing on blank paper & |Write what these places are for |Research Paper |
|discuss |EX. Label blackboard – function we write on the |Log / Journal |
| |blackboard. Continue to draw pictures and label in |Story / Play / Poem |
|Resources: |journal |Model / Map / Video |
|Units of Study for Primary Writing | |Oral / Visual / Multimedia Presentation |
|by Lucy Calkins | | |
| | |Selected Response |
| | |Fill-in-the-blank test |
| | |Matching test |
| | |Multiple choice test |
| | |True/False test |
Kindergarten ELA 1st Six Weeks Summary
2007-2008
In this brief summary, dates will fluctuate according to your students, calendar, and special events.
Relationships
August 27th – October 3rd
• how to make good choices
• recognize how others are different
• using literature to understand ourselves and others
• understanding that letters make up names and words
• identify musical elements of literary language
• knows the difference between capitals and lowercase letters
• recognize how readers use capitalization and punctuation
• parts of a book: cover, title page and table of contents
• produce and distinguish rhyming words
• identify and isolate initial and final sounds of a spoken words
• name and identify letters of the alphabet
• written words are composed of letters that represent sounds
• describe how illustrations contribute to the text
• understand the roles of an author and illustrator
• locate important areas of the library/media center
On-going TEKS must be taught throughout the six weeks.
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