Brandywine Heights Area School District



District Overview:Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. ?By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. ?In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.Kindergarten Description:In this reading program, students will have the opportunity to grow as readers, writers, speakers, and listeners. Students will learn phonemic awareness and phonics skills that will help them become confident readers and writers. They will learn comprehension strategies essential for finding the meaning in texts. Students will learn developmentally appropriate writing skills that are necessary for becoming independent writers. Students will be introduced to writing letters correctly and will apply those skills to daily work.Kindergarten Units:Unit 1: HandwritingUnit 2: WritingUnit 3: Phonics and Phonemic AwarenessUnit 4: Reading ComprehensionSubject: English Language ArtsGrade: KindergartenSuggested Timeline: Ongoing throughout the yearUnit Title: HandwritingUnit Overview/Essential Understanding: In this yearlong unit, students will learn letter formation, legibility and develop the fluency, automaticity and the quality of higher order written language skills. Along with the language skills, students will develop a deep knowledge of letters that links reading, spelling, and self-expression in their understanding. By beginning with instruction on how to correctly grasp a pencil, students will begin to make connections to both literacy and composition tasks.Essential Questions:Why is it important to hold a pencil correctly?How do we form the letter “x”?Why is good posture important for handwriting?Why is it important to write neatly and form letters correctly?Unit Objectives: The students will be able to:Write vertical and horizontal linesWrite lines using slants, backward and forward circlesWrite both upper and lower case letters A - ZWrite the lowercase alphabet legibly and in the correct orderWrite the numerals 0 - 20Write words legibly using the proper strokesWrite sentences legibly with appropriate spacing between letters and wordsFocus Standards Addressed in this Unit: There are no focus standards for handwritingImportant Standards Addressed in this Unit:There are no important standards for handwritingMisconceptions:Students may hold their pencil incorrectly.Students may write from bottom up instead of top down.Students may form the letters incorrectly.Students may not leave spaces between words.Students may not make the letters using the appropriate size.Concepts/Content:Line formationCircle formationUpper and lowercase letter formationNumeral formationWord and sentence writingCompetencies/Skills:Form letters and numerals correctlyPrint legiblyLeave adequate spaces between wordsGrip writing utensils correctlyDescription of Activities:Handwriting activities and online applicationsPractice pages for the different strokes, letters of the alphabet and numeralsSkywrite strokes, letters and numeralsUse green starting dots for children to have a visual of where to start the formation of each letterModel correct formation for the childrenUse basic stroke cut out pieces to help children build each letter and numeralHave children practice strokes, letters and numerals using paintbrushes and or Q-tipsProvide children with stencils or worksheets where letters are dotted to provide tracing practiceHave children write letters/numerals in sand, shaving cream, rice or whipped cream to build fine motor skills and practice correct formationAssessments:Handwriting practice sheetsObservation of handwriting in daily work and kid writing journalsInterdisciplinary Connections:Kid WritingReading ComprehensionScienceSocial StudiesMathPhonics/Phonemic AwarenessAdditional Resources:District approved online resources like YouTube songs and videos and apps for handwriting practiceDistrict approved textbookTeacher created materialsRice, sand, shaving cream or other tactile substances that students can manipulate to form lettersSubject: English Language ArtsGrade: KindergartenSuggested Timeline: Ongoing throughout the yearUnit Title: WritingUnit Overview/Essential Understanding: In this year-long unit, the students will learn three types of writing: narrative, informative, and opinion for the Kindergarten grade level. They will become independent writers as they progress through the writing stages. The stages of writing that will be taught include: Semi-phonetic, Phonetic and Transitional. Students experience the writing process of planning, drafting, revising, editing, and sharing/publishing as they participate in the stages throughout the year. Early efforts with writing include drawing, talking, dictating, and writing as they transition to using more writing throughout the year. Kindergarten students also begin to use writing (talking, drawing, dictating, writing) as a response to reading through read alouds. As students participate in small group and independent reading activities, they are taught to use evidence from the text to support ideas in their writing. Mentor texts play a key role in providing models during shared writing and independent writing time. By the end of the year, students will be able to write multiple sentences independently about a variety of topics. They will be able to use classroom resources to spell words, as well as phonetic skills to sound out unknown words, including an attempt to use vowels correctly. Their illustrations will match their stories and they will begin to use simple punctuation.Essential Questions:Where do writers get their ideas?How do I communicate my ideas to explain and persuade others?What are the stories that I can draw, tell or write?Unit Objectives: Students will be able to:Understand the concept of voice-print matchUse a magic line as a placeholder to represent a spoken word when they can’t figure out any of the sounds in a wordBuild their confidence as writersUse drawing as a pre-writing organizerWrite in left to right progressionWatch teacher modeling of Kid WritingStretch out words through the process of writingAccurately spelling high frequency wordsUse classroom resourcesUse oral rhymesReread to figure out what comes nextWrite with an emphasis on lowercase lettersWrite correct beginning and ending sounds for wordsMake illustrations that correspond with the story writtenUse logical phonetical spelling for unknown wordsUse vowels in words writtenLeave appropriate spaces between wordsUse simple punctuationWrite about a variety of topicsWrite independentlyWrite two or more sentences about an illustrationWrite using descriptive wordsCapitalize the first word in a sentence and the pronoun IWrite an opinion on a familiar topicDescribe events in order through writingWrite responses to questions with supportParticipate in shared research projects on a specific topicUse a variety of digital tools to produce writingShare ideas and written selectionsFocus Standards Addressed in this Unit: CC1.4.K.A - Use a combination of drawing, dictating, and writing to compose informative/explanatory 1.4.K.B - Use a combination of drawing, dictating, and writing to focus on one specific 1.4.K.C - With prompting and support, generate ideas and details to convey information that relates to the chosen 1.4.K.D - Make logical connections between drawing and dictation/1.4.K.E - With prompting and support, illustrate using details and dictate/write using descriptive 1.4.K.F - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and 1.4.K.G - Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar 1.4.K.H - Form an opinion by choosing between two given 1.4.K.I - Support the opinion with 1.4.K.J - Make logical connections between drawing and 1.4.K.L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and 1.4.K.M - Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or 1.4.K.N - Establish who and what the narrative will be 1.4.K.O - Describe experiences and 1.4.K.P - Recount 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 1.4.K.R - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and 1.4.K.T - With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as 1.4.K.W - With guidance and support, recall information from experiences or gather information from provided sources to answer a question. CC1.4.K.X - Write routinely over short time frames.Important Standards Addressed in this Unit:CC1.2.K.L - Actively engage in group reading activities with purpose and 1.3.K.A - With prompting and support, retell familiar stories including key 1.3.K.G - Make connections between the illustrations and the text in a story (read or read aloud).CC1.4.K.U - With guidance and support, explore a variety of digital tools to produce and publish writing or in collaboration with 1.4.K.V - Participate in individual or shared research projects on a topic of .1.5.K.D - Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume.Misconceptions:Children may write from right to left instead of left to right.Children may use the wrong letters when they write.Children may not leave spaces between their words.Children may write about something unrelated to their illustration.Children may not use punctuation or use it incorrectly.Children may not support their writing with details.Children may not use classroom resources when they write.Children may not use upper and lowercase letters appropriately.Children may not write about a variety of topics.Concepts/Content:Phonetical spellingMechanicsMagic linesClassroom resourcesOral rhymesOpinion writingDescriptive wordsResponsive writingCompetencies/Skills:Uses periods, question marks and exclamation marksLeaves spaces between wordsWrites answers to questions about text read or heardMakes illustrations that correspond with what they’ve writtenWrites at least two sentences about a specific topic without assistance from a teacherMakes an attempt to use vowels (a,e,i,o,u) in words they writeUses uppercase letters at the beginning of a sentence or the letter I and lowercase letters for all remaining lettersUses the classroom word wall and other classroom resources when they writeForm an opinion and write their opinion with reasons to support itWrite about events in the correct orderDescription of Activities:Teacher models drawing, kid writing and adult writing on a daily basis for students to participate in and practice.Provide a word wall with high frequency words displayed in the room.Display oral rhyme helpers (king of -ing, wiz of -is, etc) throughout the room.Display picture helpers for digraphs -ch, -th and –sh throughout the room.Provide journals for children to write in daily.Teach mini lessons on punctuation, spacing, correct use of upper and lower case letters and staying with one topic. Monitor their knowledge of these skills in their writing journals.Meet with children individually to help them sound out words. Use adult writing when their writing is complete.Assessments:Writing journalsWriting samples with rubrics to check for writing levelsWriting leveling guideInterdisciplinary Connections:Social Studies- Holiday writing (Halloween, Thanksgiving, Christmas, Valentine’s Day, etc.)Science- Writing about topics we study such as plants and animals as well as writing observations on experiments we conductPhonics and Phonemic AwarenessReading Comprehension- Students use their kid writing skills to label illustrations they make of characters, setting, events in a story, etc.Additional Resources:District approved resourcesTeacher created materials: word wall, word charts, etc.Subject: English Language ArtsGrade: KindergartenSuggested Timeline: Ongoing throughout the yearUnit Title: Phonics and Phonemic AwarenessUnit Overview/Essential Understanding: In this yearlong unit, students will identify and apply phonics and phonemic awareness skills in their reading and writing. As students learn the alphabet, they will be taught the sounds letters make. From this, they will develop an understanding of the relationship between the sounds and the written symbols. Once students understand this, they will begin to pick up on the sounds, syllables and rhymes in the words they hear. They will focus on rhyming, following the beat, connecting sounds to make a tune, break apart words and get into guess work. By the end of the year, students will identify and analyze grade level words in context and isolation.Essential Questions:How can we use our sounds and words to read books?What reading strategies can we use when we come to an unknown word?What are habits that will help us become strong readers?What kinds of patterns can we find in words and word parts?How does the meaning of a word change when we change one sound?Unit Objectives: The student will be able to:Recite the letters of the alphabetDistinguish between letters, numbers, words and sentencesCount, pronounce, blend and segment syllablesIdentify and produce rhyming wordsIdentify and produce sounds of all lettersIdentify all letters by their namesDifferentiate between beginning, middle and ending soundsUnderstand that vowels can have short and long soundsDistinguish between vowels and consonantsIdentify words according to their initial soundBlend onset-rime wordsRead high frequency wordsBuild and read words using consonant vowel consonant patternIdentify words that end with the same soundIdentify words that have the same middle soundIdentify and apply the short and long vowels: a, e, i, o, and uIdentify and apply the digraphs: sh, ch, th and whIdentify and apply r, l and s blendsBlend and decode words with endings: -ing, -s, -ed and -esUse correct book handling skillsFocus Standards Addressed in this Unit: CC1.1.K.B - Demonstrate understanding of the organization and basic features of 1.1.K.C - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC1.1.K.D - Know and apply grade-level phonics and word analysis skills in decoding words.Important Standards Addressed in this Unit:CC1.1.K.A - Utilize book handling 1.1.K.E - Read emergent reader text with purpose and 1.2.K.L - Actively engage in group reading activities with purpose and 1.3.K.F - Ask and answer questions about unknown words.Misconceptions:Students may assume vowels have only one sound.Students may assume digraphs and the -ing, -ed, and -es endings need to be sounded out.Students may assume high frequency words need to be sounded out.Students may omit the first sound in blends.Students may confuse similar sounding consonants.Concepts/Content:Letter soundsPhonemesHigh frequency wordsLetter namesCompetencies/Skills:Identify all consonant and vowel soundsSound blend CVC wordsRead high frequency wordsGenerate rhyming wordsRecite the alphabetIdentify all uppercase and lowercase lettersDistinguish between letters, numbers, words and sentencesCount, pronounce, blend and segment syllablesIdentify and apply the short and long vowels: a, e, i, o, and uIdentify and apply the digraphs: -sh, ch, th and whIdentify and apply r, l and s blendsBlend and decode words with endings: -ing, -s, -ed and -esDescription of Activities:Students look at pictures and find pairs that rhyme.Students identify sounds that are the same or different.Students read high frequency words and use them in a sentence.Students count the number of sounds they hear in a given word.Students look at pictures and identify pictures that begin with the same beginning sound.Students look at pictures and say the beginning sound for each picture.Students identify letters on letter cards.Students listen to pairs of words and determine if their sounds begin the same way.Students practice high frequency words by clapping/chanting the spelling of each word.Students match uppercase letters with their lowercase letters.Teacher says a sentence and the students count each word using their fingers.Students use letter cards to build high frequency words.Teacher displays picture cards and says a sound. A few of the cards begin with the same sound, the rest begin with different sounds. Students identify all the pictures that begin with the given sound. Follow this same procedure for all consonant sounds.Students draw pictures of objects for a given sound.Students sort groups of pictures based on their beginning sounds.Teacher says a letter and students produce the beginning sound for each letter.Students blend onset and rime.Students sort vowel and consonant letter cards.Students hold up letter cards to match the sound the teacher produces.Students sort words based on the long or short sound of that vowel.Students blend sounds to form words.Students identify words that have the short /a/ sound as a middle sound. Follow same procedure for all short vowel sounds.Students practice reading short vowel words to a partner.Students look at pictures and decide if the picture begins or ends with a given sound.Students identify words that end with the same sound.Students use letter cards to build words.Teacher says a letter and students draw a picture that either begins or ends with that sound.Draw a tic tac toe grid and write high frequency words in each space. Students read the words and place their color marker in the box to create a straight line.Students use duplicate copies of high frequency word cards to play memory with a partner.Students sort picture cards according to their ending sounds.Students listen to a given sound and then a word and decide if the word, begins or ends with the given sound.Write several letters on the board (consonants and vowels). Students build words from those letters.Students identify the ending sound for pictures displayed.Students sing songs about the alphabet and letter sounds.Assessments:Level one screening- letter and sound identification given quarterlyCVC word assessmentDaily observation of classworkTeacher observation of oral answers provided by studentsInterdisciplinary Connections:Social Studies- Nonfiction leveled readersScience- Nonfiction leveled readersReading ComprehensionKid WritingMusicAdditional Resources:District approved resourcesDistrict approved textbookTeacher created materials: word wall, word charts, etc.District approved online resources like YouTube (phonics songs /videos to teach letters, sounds, blends, diagraphs, etc.) and any phonics appsSubject: English Language ArtsGrade: KindergartenSuggested Timeline: Ongoing throughout the yearUnit Title: Reading ComprehensionUnit Overview/Essential Understanding: In this yearlong unit, students will focus on listening to stories read to them. They will read and analyze fiction and nonfiction texts on grade level as well as their own reading level using taught comprehension strategies. By doing this, students learn that reading is a lifelong skill that enhances learning and provides enjoyment. They learn that reading serves different purposes and involves active listening and independent application of skills. Students learn how to participate in discussions by listening to others, taking turns and having conversations with multiple exchanges. Students ask and answer questions to seek help, get information and build understanding. Students learn to describe familiar people, places, things and events. When sharing ideas, students sometimes include visual drawings. Essential Questions:How do readers use illustrations to understand the text?How do readers make connections between texts?How do readers use comprehension strategies to improve understanding of text?How do readers use text to support answers to questions?How do readers make connections or determine differences and/or similarities among texts of the same topic?How do readers use text to support an interpretation?How do readers determine the message an author is trying to convey?How do readers determine how characters, events and ideas develop and interact?Unit Objectives: The student will be able to:Listen and respond to a storyAsk/answer questions about a textDraw and write to respond to textUse information from a text to answer questionsMake inferences about textExplore an author’s purpose for writingShow understanding of characters in a storyIdentify real life connections between words and their useRetell events of a storyShow understanding of a story through drawing and writingUse context clues to understand a word’s meaningCompare and contrast parts of a storyIdentify characters, setting and important eventsIdentify the main idea of a storyMake predictions about a storyRelate photographs/pictures from a story to the textDiscuss the cause and effect of events from a storyIdentify the problem/solution in a storyFocus Standards Addressed in this Unit: CC1.1.K.E - Read emergent reader text with purpose and 1.2.K.A - With prompting and support, identify the main idea and retell key details of 1.2.K.B - With prompting and support, answer questions about key details in a 1.2.K.C - With prompting and support, make a connection between two individuals, events, ideas or pieces of information and 1.2.K.E - Identify parts of a book (title, author) and parts of a text (Beginning, end, details).CC1.2.K.F - With prompting and support, ask and answer questions about unknown words in a 1.2.K.G - Answer questions to describe the relationship between illustrations and the text in which they 1.2.K.I - With prompting and support, identify basic similarities and differences between two texts read or read aloud on the same 1.2.K.L - Actively engage in group reading activities with purpose and 1.3.K.A - With prompting and support, retell familiar stories including key 1.3.K.B - Answer questions about key details in a 1.3.K.C - With prompting and support, identify characters, settings, and major events in a 1.3.K.D - Name the author and illustrator of a story and define the role of each in telling the 1.3.K.F - Ask and answer questions about unknown 1.3.K.G - Make connections between the illustrations and the text in a story (read or read aloud).CC1.3.K.H - Compare and contrast the adventures and experiences of characters in familiar .1.5.K.A - Participate in collaborative conversations with peers and adults in small and larger .1.5.K.B - Ask and answer questions about key details in a text read aloud or information presented orally or through other .1.5.K.C - Ask and answer questions in order to seek help, get information, or clarify something that is not understoodCC.1.5.K.D - Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate .1.5.K.E - Speak audibly and express thoughts, feelings, and ideas .1.5.K.G - Demonstrate command of the conventions of standard English when speaking, based on kindergarten level and content.Important Standards Addressed in this Unit:CC1.2.K.H - With prompting and support, identify the reasons an author gives to support points in a 1.1.K.A - Utilize book handling 1.1.K.B - Demonstrate understanding of the organization and basic features of 1.1.K.C - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC1.1.K.D - Know and apply grade-level phonics and word analysis skills in decoding words.Misconceptions:Students may confuse the main idea with other details from the story.Students may confuse the order of the events in which they occur.Students may confuse the roles of the author and illustrator.Students may confuse characters with other characters in the story.Concepts/Content:Story elementsStory orderAuthor/illustrator rolesText detailsCompare and ContrastCause and EffectInferencingMain IdeaUnderstanding character traitsMaking PredictionsMake ConnectionsCompetencies/Skills:After listening to a story, Identify the characters, setting and major events of the storyAfter listening to a story, identify the main idea of a storyUsing inferencing and analyzing skills, use schema and story evidence to construct predictions for events in a storyLook at the actions of characters and the events in a story to compare and contrast two similar storiesAfter listening to a story, retell the events in the story in the correct orderDescription of Activities:Students draw and label characters from a story.Students draw and label the setting of a story.Students use a Venn Diagram to compare and contrast characters/setting/events from two similar stories.Students draw and or write the events from a story in the correct order.Students answer questions about a story in a complete sentence with or without a sentence prompt.Students retell a story by acting the story out using props, puppets etc.Students write and illustrate the problem and solution of a story.Students draw and write predictions to the ending of a story.Students write the effect when given a cause from a story and vice versa.Assessments:Reading response questions (TDAs)Daily questioning about stories read to the studentsIllustrations students make of characters, setting, etc.Interdisciplinary Connections:Kid writing- used to answer questions about stories or for labeling illustrationsPhonics and Phonemic AwarenessScienceSocial StudiesAdditional Resources:District approved books that have well developed characters, settingDistrict approved textbookDistrict approved resources ................
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