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Kindergarten ELA CurriculumUnit 2Table of Contents Purpose of the UnitPage 3Sample Literacy Block SchedulePage 4Unit 1 Common Core StandardsPage 5-6AssessmentsPage 7-8Lucy Calkins Units of Study Unit 1 Narrative WritingPage 9-10Recommended Supplemental Texts Page 11Journeys AlignmentPage 12-18Literacy Center ExamplesPage 19Message Time Plus ExamplePage 20Potential Anchor ChartsPage 21Professional Development ResourcesPages 22-23Appendix A: Narrative Writing Samples, and Writing RubricPage 24-29Appendix B: Comprehension Retelling RopePage 20-31Appendix C: Writers Workshop Sample Lesson Page 32Purpose of This Unit:The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the CCSS Content Standards. The standards establish guidelines for English language arts (ELA) as well as for literacy in social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and life.?Essential QuestionsEnduring Understanding1. What is narrative text? How does a writer tell the story?2. What are the different types of texts? How will identifying the text type aid in reading comprehension? 3. What is an illustration? How can an illustration help a reader understand a story? 4. What is a detail? How does asking and answering questions about details from the text help the reader while reading?5. What are the key details from the informational text? How will these details help support your understanding?6. How does knowledge of letter-sound relationships impact our ability to read? 1. A narrative text conveys events in a logical sequence (real or imagined). Writers tell the story with details including a reaction through multiple mediums. 2. The different types of texts are storybooks, poems, songs, works of fiction, and informational texts. Knowing the text type will help the reader to understand the author's purpose and allows readers to set their own purpose for reading and aids in their comprehension of the text. 3. Readers can use illustrations to help understand a story.4. Details are parts of the story that help readers to understand a story. Asking and responding to questions about the important details in a story supports understanding of literary text. 5. Proficient readers use evidence from the text, including details and questions to support their understanding of informational text. 6. Readers use their knowledge of letter-sound relationships to successfully decode and read words. K-2 Grade Literacy BlockSample ScheduleNotes for Sample ScheduleIndependent Reading/Partner Rdg(arrival & unpacking time)After unpacking, children read from Book Bins (unleveled) or from Book Bags (leveled for independent. reading.)Message Time PlusModeled Writing/Shared ReadingConcepts about printPhonicsVocabularyHigh frequency wordsFluencyComprehension20 minOne option for MTP is to teach a writing behavior or strategy that can lead into the writing workshop.All Journey’s pacing for phonics, phonemic awareness, vocabulary, sight words, and concepts about print can be taught through MTP.Writer’s WorkshopMini-lessonIndependent WritingShare (2 students share)30 min5 min 20 min5 min Independent writing consists of guided writing groups and/or one-to-one conferences. Intentional Read Aloud 10 minTell children what you are going to demonstrate and why this will help them as readers. Ask students to watch and listen to how you think (or problem solve) as a reader. Guided Reading/ Literacy Centers30 minLiteracy CentersGroup AGroup BGroup C1st rotation(15 min)Guided ReadingiReadLiteracy Center2nd rotation(15 min)Literacy CenterGuided ReadingiReadThe Literacy Center component is not limited to the above format. Teachers may have more than 3 groups. Unit 2:Common Core State StandardsLucy Calkins Unit of Study Informative WritingW.K.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.RL.K.5Recognize common types of texts (e.g., storybooks, poems)RL.K.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).RI.K.1With prompting and support, ask and answer questions about key details in a text.RL.K.1 With prompting and support, ask and answer questions about key details in a text.RI.K.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).RF.K.1Demonstrate understanding of the organization and basic features of print.Follow words from left to right, top to bottom, and page by page.b. Recognize that spoken words are represented in written language by specific sequences of letters.c. Understand that words are separated by spaces in print.RF.K.3Know and apply grade-level phonics and word analysis skills in decoding wordsDemonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.Know and apply grade-level phonics and word analysis skills in decoding words.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).Continue a conversation through multiple exchanges.SL.K.2Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.SL.K.3Ask and answer questions in order to seek help, get information, or clarify something that is not understoodSL.K.4 Describe familiar people, places, things, and events with prompting and support, provide additional detailSL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.SL.K.6Speak audibly and express thoughts, feelings, and ideas clearlyL.K.1Demonstrate command of conventions of standard English grammar and usage when writing or speakingUse frequently occurring nouns and verbs.Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).L.K.5With guidance and support from adults, explore word relationships and nuances in word meaningsSort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts of categoriesd. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meaningsL.K.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Formative Assessments:Anecdotal records of students in whole group, centers, guided reading/small group activities, one to one conferencing, and assessing during Message Time Plus: iReadSpelling CitySummative Assessments: Model Curriculum Unit 2 Assessment, published opinion piece (to be added to work sampling)Authentic Assessment:Narrative – True Story (book) See Appendix AAuthentic Assessment:Retelling RopeSee Appendix BAuthentic Assessments:Digital Books/Texts Speaking and Listening Vocabulary: compose, dictating, explanatory text, informative text, topic, dictation, event, feelings, linked events, narrative, order, reaction sequence, fiction, informational text, poem, poetry, rhyme, storybook, text , illustration, answer, detail, literary text, question, story, blend, consonant, letter(s) , sound(s), vowel(s) Technology Integration: iRead (Mandatory) Lucy Calkins Units of StudyLesson NumberLesson TitleCCSS Related to Lesson from Unit 2Lesson 1 Writing for ReadersW.K.3, RFS.K.3, SL.K.1, L.K.1, Lesson 2How to Write True Stories That Readers Really Want to ReadW.K.3, RFS.K.1, SL.K.1, L.K.1, Lesson 3Drawing Stories for ReadersW.K.3, , RL.K.1, , SL.K.1, SL.K.5, SL.K.6, Lesson 4Writing Sentences that Tell a StoryW.K.3, RL.K.1, SL.K.1, L.K.1 Lesson 5The Power of RereadingW.K.3, W.K.5, RFS.K.1, SL.K.1, L.K.1.f, Lesson 6Checklists Can Help Writers Make Powerful StoriesW.K.3, RL.K.1, SLK.1, L.K.1.f Lesson 7A Vowel Chart Can Help with the Middles of Words RFS.K.2.d, SL.K.1, Lesson 8Writing Readable Stories Using Word WallsW.K.3, RFS.K.3.c, SL.K.1, L.K.1.b,c Lesson 9Writing Stories with True Words: Making Stories TalkW.K.3, RFS.K.3.c, SL.K.1, SL.K.6, , L.K.1, , L.K.6Lesson 10Using Reading Partnerships to Support More Conventional WritingW.K.3, RFS.K.1, RFS.K.3, SL.K.1, SL.K.6, L.K.1 Lesson 11Letter to Teachers: Using a Partner to Hear More Sounds in WordsW.K.3, RFS.K.1, , RFS.K.3, SL.K.1, L.K.1Lesson 12Putting It Together: How to Make Readable Writing (Guided Inquiry Lesson) W.K.3, RFS.K.1, , RFS.K.3, SL.K.1, SL.K.6, L.K.1 Lesson 13Writers Search Their Mental and Drawn Pictures to Make Their Stories BetterW.K.3, RL.K.1, RL.K.2, SL.K.1, SL.K.4, SL.K.6, L.K.1, L.K.2Lesson 14Writers Use Flaps to Make Better StoriesW.K.3, W.K.5, RL.K.3, SL.K.1, SL.K.2, SL.K.5, SL.K.6, L.K.1, L.K.2Lesson 15Writing Amazing Story BeginningsW.K.3, RFS.K.2, SL.K.1, L.K.1, L.K.2.a,c,dLesson 16Writers Work with Partners to Answer Readers’ QuestionsW.K.3, W.K.5, RL.K.1, RL.K.2, RL.K.3, SL.K.1, SL.K.2, SL.K.3, L.K.1, L.K.2Lesson 17Writers Use All They Know to Select and Revise a Piece to Publish W.K.3, W.K.5. W.K.6, RFS.K.1, RFS.K.2, RFS.K.3, RL.K.3, SL.K.1, SL.K.2, SL.K.3, L.K.1, L.K.2Lesson 18Ending with FeelingsW.K.3, W.K.5, W.K.6, RFS.K.1, RFS.K.2, RFS.K.3, SL.K.1, SL.K.2, L.K.1.f, L.K.2.a,c,dLesson 19Writers Make Their Pieces Beautiful to Get Ready for PublicationW.K.3, W.K.5, W.K.6, RFS.K.1, RFS.K.2, RFS.K.3, SL.K.1, SL.K.6, L.K.1, L.K.2Lesson 20Letter to Teachers: A Final Celebration: Bringing True Stories to Life W.K.3, W.K.6, RFS.K.1, RFS.K.2, RFS.K.3, SL.K.1, SL.K.4, SL.K.6, L.K.6Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered. Below are some recommended narrative mentor texts that can be used as a read aloud to support the Reading Literature Standards and the Writing Standards. Links will lead students and teachers to digital read alouds. Name of the Texts and Picture Freight Train by Donald Crews Peter’s Chair by Ezra Jacks Keats Kittens First Full Moon by Kevin Henkes The Snowy Day by Ezra Kack Keats Lit and Informational TextFoundational SkillsLessonSelectionText Based ComprehensionPhonological Awareness/PhonicsConcepts of Print, Fluency, High Frequency Words Lesson 8 Read Aloud BookJonathan and His MommyGenre: Fiction Target SkillDetails Decodable ReadersI Can SeeConcepts of PrintSpaces Between WordsDirectionalityFluency Read with Expression HFW: am, are, be, came, likeSpeaking and ListeningLanguageWritingLesson Speaking and Listening Target Academic VocabularyLanguageWritingLesson 8 Speaking and ListeningShare Information and Ideas Grammar SkillAdjectives for Colors Writing ModeNarrative WritingReading Lit and Informational TextFoundational SkillsLessonSelectionPhonological Awareness/PhonicsConcepts of Print, Fluency, High Frequency Words Lesson 9 Choose a narrative from page 11 book recommendations for the week. Phonological AwarenessBlend Phonemes Decodable ReadersPpI Like AnimalsConcepts of PrintLetters in Words(HFW)They, good, brown, now, eatFluency Reading RateSpeaking and ListeningLanguageWriting Lesson Speaking and Listening Target Academic VocabularyWritingLesson 9 Speaking and ListeningShare Information and IdeasVocabulary will vary depending upon the text used for read aloud.Writing ModeNarrative Writing: Follow the Lucy Calkins Units of StudyReading Lit and Informational TextFoundational SkillsLessonSelectionSpeaking and ListeningPhonological Awareness/PhonicsConcepts of Print, Fluency, High Frequency WordsLesson 10 Read Aloud BookDavid’s DrawingsGenre:FictionTarget SkillStory StructureTarget StrategySummarizePhonological AwarenessBlend Phonemes Concepts of PrintCapitalization: First Letter of a Sentence Space Between WordsWords to Know (HFW)Want, ran, get, pleaseFluency Read with ExpressionSpeaking and ListeningLanguageWritingLesson Speaking and Listening Target Academic VocabularyWritingLesson 10 NAVocabulary will vary depending upon the text used for read aloud.Writing ModeNarrative Writing-Follow the Lucy Calkins Units of Study (Narrative)Reading Lit and Informational TextFoundational SkillsJourney’s AlignmentSelectionsText Based ComprehensionPhonological Awareness/PhonicsConcepts of Print, Fluency, HFWLesson 11NALook at suggested text to supplement narrative unit.Story Structure and Retelling what happended in the beginning, middle and end.Phonological AwarenessBlend PhonemesFinal SoundPhonicsiRead and iRead ActivitiesDecodable ReadersCome and See MePam and Me Downloadable text for iReadConcepts of PrintLetters in WordsSpaces Between WordsWords to Know (HFW)come, me, she, he, butFluency Pause for PunctuationSpeaking/ListeningWritingLesson 11Speaking and ListeningShare InformationTurn and Talk Writing Mode Narrative WritingReading Lit and Informational TextFoundational SkillsSelectionsText Based ComprehensionPhonological Awareness/PhonicsConcepts of Print, Fluency, HFWLesson 12NALook at suggested text to supplement narrative unit.Story Structure and Retelling what happended in the beginning, middle and end. Phonological AwarenessBlend PhonemesFinal SoundPhonicsiRead and iRead ActivitiesDecodable ReadersI Can NapTap with Me Concepts of PrintLetters and WordsSpaces Between Words Words to Know (HFW)with, my, must, ride, getFluency Read with ExpressionSpeaking and ListeningLanguageWritingLesson 12Speaking and ListeningCompare Texts that are narrativesGrammar SkillVerbs can be taught through message time plus where verbs are added into the narrative modeled writing. Then it can be assessed during the student sample writing pieces. Writing ModeNarrative WritingReading Lit and Informational TextFoundational SkillsLesson 13SelectionsText Based ComprehensionPhonological Awareness/PhonicsConcepts of Print, Fluency, HFWNAUse the recommended narrative text recommended for this unit.RetellingPhonological AwarenessBlend PhonemesFinal SoundPhonicsiRead and iRead ActivitiesDecodable ReadersWhat Can You See?Fat CatConcepts of PrintDirectionalityWords to Know (HFW)you, what, this, want, underFluency Reading RateSpeaking and ListeningLanguageWritingSpeaking and ListeningTarget/Academic VocabularyLanguageWriting Lesson 13 Speaking and ListeningShare Information and IdeasVocabulary will vary depending on text read aloud use as a mentor text.Grammar SkillComplete Sentences: Capitalization and PunctuationThe areas above can be modeled through message time plus and assessed through sample student writing. Writing ModeNarrative WritingReading Lit and Informational TextFoundational SkillsSelectionsText Based ComprehensionPhonological Awareness/PhonicsConcepts of Print, Fluency, HFWLesson 14NAUse the recommended narrative text recommended for this unit. RetellingPhonological AwarenessBlend PhonemesIsolate Middle SoundPhonicsiRead and iRead ActivitiesDecodable ReadersWhat Now?At BatConcepts of PrintHigh-Frequency Word Words to Know (HFW)are, now, have, out, wentFluency Read with ExpressionSpeaking and ListeningWritingSpeaking and ListeningWriting Lesson 14 Speaking and ListeningShare Ideas Writing ModeNarrative WritingSuggested Literacy Centers to Support Guided Reading:Writing Center: Provide a variety of writing utensils (colored pencils, markers) and writing materials. Journal writing: Students may write on a student selected topic. Mailbox/Post office: Students can write letters to their friends and family and put in a mailbox. Science Observation Journal: Students examined displays and then draw and record what they see. Book Making: Students may create their own books using pre-made books or books that they make themselves. Computer Center:iRead (Mandatory)Students can listen to read alouds to support narrative writing unit. Links are provided on page 11.Library Center:Students can pick books from the classroom library and read independently or with a buddy.Students can listen to recorded books.Word Work Center: Sight Word Practice: (the, like, I, see, we, a, to) with magnets, stamping, write on white boards, clay, shaving cream Alphabet Tiles or Magnetic Letters:? Students use the tiles to spell out words.Independent Reading Center:Students read books on their independent reading level.iRead leveled readers Message Time Plus Example This Message addresses the following standards: L.K.1.b,c,e; L.K.5.dLast night, my cat Paws was being very sneaky! As I was walking around the corner she pounced my feet. I think she wanted to play. I had to hurry to get a toy before she pounced again. Vocabulary: hurry (v), pounced (v), sneaky (adj.), Vocabulary from the story Mouse ShapesHigh Frequency Words: my, I, the, a Potential Scaffolding Opportunities:short a words, cat and had (create a list of rhyming words)syllables for corner, wanted, play, sneakypunctuation short a words, rhyming words for catPotential Anchor ChartsL.K.1.b,c,e L.K.5.d Professional Development Resources:Please click on the links below to receive additional support in your practice.Classroom Library click on the Classroom Library linkGuided Reading click on the Guided Reading linkMessage Time Plus click on the Message Time Plus linkWriter’s Workshop click on the Writer’s Workshop linkResources Teacher Resources Questions:What worked?What do you think could have been implemented more effectively in your lessons and instruction?What do you need to learn more about?What resources were helpful?Appendix: Sample Student WritingAppendix A Student ChecklistWriting: Narrative – True Story (book)Book should include: Transitioning from drawing sentences to writingBeginningEnd with feelingsRevision editing – flaps lesson 14, 17Evidence of sounding out new wordsWord Wall Words spelled correctly (High Frequency Words)Child can read his/her own writing Storytelling wordsNARRATIVE TEMPLATE TASKS SCORING RUBRIC FOR GRADE K Name___________________________Date_____________________Scoring ElementsNot Yet (1)1.5Approaches Expectations (2)2.5Meets Expectations (3)3.5Advanced (4)OverallThe writer told a story with pictures only.The writer told a story with pictures and some writingThe writer told, drew and wrote a whole story.The writer wrote about when he/she did something.LeadThe writer started by drawing or saying something.The writer had a page that showed what happened first.The writer tried to make a beginning for his story.TransitionsThe writer kept on writing.The writer puts his/her pages in order.The writer put pages in order. He/she used words such as as, and, then, so.EndingThe writer attempted to write end the story.The writer’s story ended.The writer had a page that showed what happened last in his/her story.The writer found a way to end his anizationPictures or random letters demonstrate little or no organization.On the writer’s paper, there was a place for drawing and a place where he/she tried to write words.The writer’s story had a page for a beginning, middle and end.The writer wrote his story across three or more pages.ElaborationThe writer used very little detail.The writer put more and then more on the page.The writer’s story indicated who was there, what they did and how characters felt.The writer had many details in pictures and in writing.CraftIn the writer’s story he/she told and showed what happened.The writer drew and wrote some detail about what happened.The writer used labels and words to give details. Appendix BRetelling RopeMake their own retelling rope using yarn, and pictures from the story. The children would be given various pictures, they would have to color and cut out the correct ones and attach to the rope in the correct order/spot. This will tell whether or not the children can identify setting, characters.This is a general retelling rope used for reminding the children what they are supposed to tell. Reading Comprehension Rubric:CriteriaNot YetApproachingMeets ExpectationsCorrectly Identifies and Describes Character Child was unable to name or describe any of the charactersChild illustrated and named one of the characters, but was unable to describe Child illustrated, labeled and described characters Correctly Identifies SettingChild was unable to name the setting. Child drew, named, or described part of the setting.Child drew the main setting from the story, labeled and described. Correctly Identifies Sequence of Events Child was unable to identify the sequence of events. Child named some events from the story in order, but left out key details. Child identified the sequence of events in detail including using order words. Appendix C Lesson Plan ExamplesWriting Workshop LessonStandards:1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.1.RF.4: Read with sufficient accuracy and fluency to support comprehension.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined.Interdisciplinary Connections: Social Studies, FamiliesEquipment Needed: Dry erase boards, markers, leveled readersGoals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative that has a beginning, middle and end.Learning Activities or Instructional Strategies: Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus. Students will listen as the teacher does a think aloud to model how to think of a small moment and say aloud what will happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children while the children read as she writes.Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch throughout 3 pages. Students will discuss what happens in the beginning, middle and end of their small moment.Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their partners. Students will quickly sketch out their ideas and then begin writing their narratives. Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students and prompt students to get started on their narrative and to make sure that they quickly sketched their story so that they can focus on the writing. Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and strategiesDifferentiation: Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences.Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative.Resources Provided: Lucy Calkins Units of StudyAssessments: Narrative Scoring Rubric and Student ChecklistHomework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work. ................
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