Essential Question: Why are symbols important



Essential Question: Why are symbols important? | |

|Reading Standards: |Reading I Can Statements: |

| | |

|RI.K.1 With prompting and support, ask and answer questions about key details in |I can ask and answer who and what the text is about. |

|a text. | |

| | |

|RI.K.3 With prompting and support, describe the connection between two |I can identify key details about a person or people described in a text. |

|individuals, events, ideas, or pieces of information in a text. | |

| | |

|RI.K.5 Identify the front cover, back cover, and title page of a book. |I can point to the front cover of a book. |

| |I can point to the back cover of a book. |

| |I can point to title page of the book. |

|Writing Standards: |Writing I Can Statements: |

| | |

|W.K.7 Participate in shared research and writing projects (e.g., explore a number|I can listen and read books to form opinions. |

|of books by a favorite author and express opinions about them). | |

| | |

|Foundational Skills Standards: |Foundational I Can Statements: |

|RF.K.1 Demonstrate understanding of the organization and basic features of print.| |

|1d Recognize and name all upper-and lowercase letters of the alphabet. | |

| |I can combine letters to make words. |

|RF.K.4 Read emergent-reader texts with purpose and understanding. |I can use words to make sentences. |

| | |

|Reading Foundational Skills Learning Objectives: |I can apply what I have learned when reading a story. |

|Increase fluency in naming randomly ordered upper-and lowercase letters to | |

|benchmark level. (RF.K.1d) | |

| | |

|After previewing, read simple, decodable texts with words and sound-symbol | |

|correspondences that have been taught. (RF.K.4) | |

| | |

| | |

| | |

| | |

|Language Standards: |Language I Can Statements: |

|L.K.1 Demonstrate command of the conventions of standard English grammar and | |

|usage when writing or speaking. | |

|1a Print many upper-and lowercase |I can write most upper and lowercase letters that have been introduced. |

|letters. | |

|1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, |I can use prepositions correctly when I write or speak. |

|off, for, of, by, with). | |

|1f Produce and expand complete sentences in shared language activities. |I can use a complete sentence when speaking. |

| | |

|L.K.4 Determine of clarify the meaning of unknown and multiple-meaning words and | |

|phrases based on kindergarten reading and content. | |

|4b Use the most frequently occurring inflections and affixes (e.g., ed, s, re, | |

|un, pre, ful, less). | |

| |I can add –s to the end of a word to make it show more than one (plural). |

|Language Skills Learning Objective: | |

| | |

|Form letters with horizontal lines and diagonals: e, s, v, w, x, y, z, (L.K.1a) | |

|Speaking and Listening Standard: |Speaking and Listening I Can Statements: |

|SL.K.4 Describe familiar people, places, things, and events and, with prompting |I can describe and tell about my family, friends, and other people that I know. |

|and support, provide additional detail. | |

|Academic Vocabulary: |Sight Words: |

|Describe Symbol America |Use a few high frequency reading words based on assessments of students. (The |

|Flag Key Details |high frequency words can be found on the district website.) |

|Spelling Words: |

|Pattern: _____________ Add a few high frequency writing words based on assessment of students. |

|(The high frequency writing words can be found on the district website.) |

| |

|Comprehension Strategies: |

| |

| |

| |

|Formative Assessments: |

|Oral Questioning |

|Think-Pair-Share |

|Observation & Checklist |

|Rubric |

|Written Assessment |

|Graphic Organizers |

|Visual Displays |

|Exit Slips |

|Running Records |

|Read-Write-Pair-Share |

|Instructional Strategies: |

|Balanced Literacy |

|Comprehension Strategies |

|Direct Instruction |

|Modeling, Shared, Guided, and Independent Practice |

|Anchor Charts |

|Guided Reading |

|Buddy Reading |

|Writer’s Workshop |

|Reader’s Workshop |

|Think-Pair-Share |

|Word Work |

|Literacy Centers |

|Morning Message |

|Graphic Organizers |

|5 Essential Components of Reading |

|Read Aloud Text(s): |

|See “Suggested Works” for examples of texts to be used in this unit. |

|Shared Reading Text(s): |

|See “Suggested Works” for examples of texts to be used in this unit. |

|Other Text(s): |

|See “Suggested Works” for examples of texts to be used in this unit. |

|Art: |

|See “Suggested Works” for examples of art to be used in this unit. |

|Music: |

|See list of “Suggested Works” for examples of music to be used in this unit. |

|Multimedia: |

|See “Suggested Works” for examples of multimedia to be used in this unit. |

|Math: |

|Science: |

|See Mississippi Framework |

|Social Studies: |

|See Mississippi Framework |

|Notes: |

| |

| |

|Learning Tasks: |

| |

|Introductory Discussion/Vocabulary |

|To introduce the concept of a symbol, choose a symbol well known to the students in your class (e.g., professional sports team logo or school mascot). Discuss why |

|a symbol is important for unifying fans behind a team or school. Go on to discuss the meaning behind the symbol as a source of inspiration. Learning (reciting) the|

|lyrics to the songs featured in this unit will reinforce the inspiration drawn from common songs as symbols. |

|(RI.K.4, SL.K.2, SL.K.3, SL.K.4, L.K.4, L.K.6) |

| |

|Writing Activity |

|Use a theme-related short sentence to begin your unit such as “The flag waves,” Challenge the class to think of details to add to the sentence to make it more |

|interesting (e.g., “The red, white, and blue flag waves”, “The red, white, and blue American flag waves in the strong winds of March”). |

|(W.K.5, L.K.1f, L.K.1c, L.K.1b) |

| |

|Writing Activity/Home Connection |

|Have students choose a family member to illustrate. Then have students tell about their illustration. As students tell about it, record descriptive words and |

|phrases to generate an anchor chart of descriptive words and phrases as a class. The teacher should do the first several, then have students begin identifying and|

|sharing descriptive words or phrases their classmates use and add to the chart. This chart can be left up and added to throughout the unit to build a bank of |

|descriptive words and phrases for students to refer to. |

|(W.K.8, SL.K.4) |

| |

|I Spy Letters |

|Devote a few minutes of classroom time to simple speed drills several times weekly. Create or find letter naming practice sheets with randomly ordered upper-and |

|lowercase letters on a page. Have students work in pairs to practice naming the letters as quickly as they can until they can name approximately twenty-seven |

|letters in one minute. Re-teach any letters students are missing. (RF.K.1d) |

| |

|Buddy Reading |

|Use simple “first step” stories with high frequency words and decodable words that have been taught and practiced. Preview the book: What (who) is it about? Where |

|is the title? What might happen? Let students read to a partner and then retell the story. (RF.K.4) |

| |

| |

| |

|Kirkland Unpacking |

| |

|See Activities in Kirkland Unpacking pages 29-30 (RI.K.1) |

| |

|See Activities in Kirkland Unpacking pages 34-35 (RI.K.3) |

| |

|See Activities in Kirkland Unpacking pages 39-40 (RI.K.5) |

| |

|See Activities in Kirkland Unpacking page 87 (W.K.7) |

| |

|See Activities in Kirkland Unpacking pages 51-52 (RF.K.1) |

| |

|See Activities in Kirkland Unpacking pages 65-67 (RF.K.4) |

| |

|See Activities in Kirkland Unpacking pages 110-112 (L.K.1) |

| |

|See Activities in Kirkland Unpacking page 120 (L.K.4) |

| |

|See Activities in Kirkland Unpacking pages 101-104 (S.L.K.4) |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download