Subject: English Language Arts / Revised Date: 4-26-12
Quarter # 1,2,3,4
Strand / Domain / Literature & informational Text: Craft and Structure
Standard(s)
(one or more standards/indicators; can be clustered) / K.RL.4 Ask and answer questions about unknown words in a text.
K.RL.5 Recognize common types of texts (e.g., storybooks, poems).
K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
K.RI.4 With prompting and support, ask and answer questions about unknown words in a text.
K.RI.5 Identify the front cover, back cover, and title page of a book.
K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Big Idea(s) / 1. Students need to recognize when a word does not have meaning for them.
2. Discussions and repeated interactive read alouds are essential for students to be able to comprehend word meanings and figurative language.
3. Systematically pre-teaching unknown words in text can help prepare students for story content.
4. Different text genres need to be introduced to students as part of a complete language arts program.
5. Students who have more experience reading and hearing different genres are more successful when writing different genres.
6. Informational and literary texts are read differently and appeal to students in different ways. The author writes the story. The author’s word choice may lead the reader to form different perspectives.
7. The illustrator draws the pictures. The illustrations may help the students understand the meaning, key detail, and setting in the story.
8. Correctly name the parts of a book.
9. The front cover, title page, and back cover are essential parts of a book. Being able to identify book features is essential for students as they begin to read. The book faces up and starts at the beginning.
10 The author writes the story. The author’s word choice may lead the reader to form different perspectives.
11 The photographer takes the pictures. The pictures will help the students understand the meaning, key details, and purpose of the text.
12 The graphics and illustrations in informational text provide clues for readers as they work to integrate knowledge and ideas.
Essential Question(s) / 1. What signs or signals do students give when they are not understanding word meanings and/or text?2. How can we assess understanding of unknown words?
3. What genres are appropriate at the kindergarten level?
4. Are students able to recognize common elements within a particular genre? How do illustrations help you figure out the meaning in the text?
5. Was the title of the story a good title? What would another title be?
6. What descriptive words does an author use to tell about the characters, setting, main events and key details?
7. What are the parts of a book?
8. What information is provided on the front cover, back cover and title page?9. Will knowing the parts of a book help you identify the reading process?
10 What background information and predictions can be made based on the cover and title page?
11 How do the photographs, diagrams, graphics and labels help the student figure out the meaning in the text?
12 Do the headings in the text provide useful information? What would another heading be?
Academic Vocabulary (what students need to know in order to complete the task) / AuthorIllustrator
Title
Title Page
Front Cover
Back Cover
Spine
Genre
Informational
Non-Fiction
Fiction
Fantasy
Poems
Narrative
Nursery Rhyme
Fairy Tale
Sample Activities / Student Authors and Illustrators:
Incorporate literary talk when discussing student writing. Make specific reference to their work as authors and illustrators to help solidify their understanding of the role each plays in creating a picture book.
Partners in Writing:
Pair students together to write a story. One will take the role of author and the other illustrator. Students will work together to create 1 story.
Make A Book:
Incorporate nursery rhymes for beginning readers. With a rhyme on each page, create a four-to-five page book that students/readers illustrate. Discuss the concept of genre in relationship to the rhymes. This activity can be repeated with folktales. Students can be encouraged to write the title and illustrate a favorite part after hearing a folktale read aloud. Again, discuss the concept of genre and help students/readers differentiate this one from nursery rhymes.
District Adopted
Core Curriculum / Houghton Mifflin: Not explicitly taught, but teachers can incorporate standards into lesson objectives.
Reading Mastery:
Not explicitly taught, but these standards may be covered whenever students participate in classroom discussions about word meanings, authors, illustrators, or parts of a book.
Lesson Connections:
Comprehension Strategies (Part C): Lessons 1-141
Additional Resource(s) / Houghton Mifflin:
Math Link
On Level Handbook
Challenge Handbook
English Language Learner Handbook
Classroom Management Handbook
Phonics Library
On My Way Practice Readers
Little Big Books
I Love Reading Books
Reading Mastery:
Practice Decodable Stories
Additional Resources
Circletime Poetry, Jody Simpson, Scholastic 2005
Word Families, Scholastic
http://www.readworks.org/lessons/thank-you-for-joining
http://www.readingrockets.org/calendar/poetry/
http://teacher.scholastic.com/poetry/
http://www.poetryfoundation.org/children/
http://www.poetryclass.net/resource.htm
http://www.library.utoronto.ca/utel/rp/terminology.html
http://www.learningguides.co.uk
http://www.theteachersguide.com/poetrymonth.htm
http://poetryzone.woodshed.co.uk/index2.htm
http://www.poetry4kids.com/links.html
Formative Assessment(s)
that relate to CCSS
Summative Assessment(s)
that relate to CCSS / Smarter Balance Assessment System
Curriculum Maps / 5
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