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 |

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| | |Writing Organizations |

| | |Sequence of story |

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| | |Depth of Development |

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| | |Details |

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| | |Voice |

| | |The author’s style |

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| | |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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|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 | | |

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|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 | | |

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|Core Vocabulary | | |

|Vocabulary is generated by the teacher from selected | | |

|reading materials (these words should be used | | |

|throughout the year). | | |

|As to include: | | |

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|daddy | | |

|family | | |

|father | | |

|friends | | |

|home | | |

|mother | | |

|together | | |

|casa | | |

|escuela familia | | |

|juntos | | |

|mama | | |

|papa | | |

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|Word Wall Words | | |

|I | | |

|am | | |

|a | | |

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|my | | |

|see | | |

|at | | |

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|can | | |

|is | | |

|like | | |

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|en | | |

|la | | |

|esta | | |

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|el | | |

|yo | | |

|soy | | |

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|un | | |

|una | | |

|a ven | | |

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|aqui | | |

|dijo | | |

|ver | | |

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|las | | |

|los | | |

|mira | | |

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|mama | | |

|papa | | |

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|Glue words (written on black and white) are in Bold. | | |

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|Words with rimes are written on bright colored paper. | | |

| |Word Works Lessons | |

| |Pinnell & Fountas | |

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| |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 |

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|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 |

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| | |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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