Blackhawk School District
CURRICULUM
Course Title: ELA
Grade Level(s): Kindergarten
Time Per Week: Daily
Faculty Author(s): Dawn Kinger and Pam Rimbey
Date: May 2008 / Revised April 2009
COURSE DESCRIPTION:
Students will be immersed in a balanced literacy program with the following components:
Phonemic awareness
Phonics
Spelling
Vocabulary
High frequency / sight words
Comprehension skills and strategies
Reading comprehension
Listening comprehension
Speaking Skills
Writing comprehension (narrative and informational)
Letter formation / manuscript writing
Oral reading fluency
Grammar
Literature
Genres
The above skills will be taught through whole group instruction, small group instruction, RTS (Reciprocal Teaching Strategies), and guided reading.
The following outline provides a general overview of the course content, not a chronological timetable. The weeks denoted for each area provide an idea for the overall time spent working with a given topic throughout the school year.
KINDERGARTEN OUTLINE
1. Spelling (teachers will choose weekly word family)
· Can be done in 5 or 6 day rotation
· Must be taught as a spelling lesson
o Lesson 1 – 6 ~ None
o Lesson 7 ~ at family
o Lesson 8 ~ am family
o Lesson 9 ~ e family
o Lesson 10 ~ it family
o Lesson 11 ~ an family
o Lesson 12 ~ ig family
o Lesson 13 ~ None (Report Cards)
o Lesson 14 ~ None (Report Cards)
o Lesson 15 ~ ot family
o Lesson 16 ~ ug family
o Lesson 17 ~ op family
o Lesson 18 ~ ut family
o Lesson 19 ~ et family
o Lesson 20 ~ en family
o Lesson 21 ~ ent family
o Lesson 22 ~ ed family
o Lesson 23 ~ eep family
o Lesson 24 ~ un family
o Lesson 25 ~ None (Kindergarten Registration)
o Lesson 26 ~ unk family
o Lesson 27 ~ ing family
o Lesson 28 ~ wh question words (beginning sound) family
o Lesson 29 ~ None (End of Year Review)
o Lesson 30 ~ None (End of Year Review)
· Spelling units start after Thanksgiving
· 6-9 words per list
· Weekly test
· Review test after four word families are taught
· Sentence is included on test (Teacher Dictates Sentence/ Student Writes) (ex: I have a cat).
· Spelling tests to last until end of school year
2. Vocabulary (taught in each story)
· Robust vocabulary to go along with Reading Series themes – 30 weeks
3. Phonemic Awareness (taught daily)
· Phonemic awareness to be taught according to theme (30 weeks)
· It will include: phoneme categorization – initial, middle, ending, phoneme blending, phoneme segmentation, etc.
4. Phonics (taught daily)
· Will be taught according to theme and spelling word families (see above)
· Phonograms decided by theme
5. High Frequency Words (taught daily) – will be taught according to theme (30 weeks)
6. Comprehension Strategies – taught according to theme (30 weeks)
· RTS Strategies
· Assessments – 3 x a year
7. Writing (taught daily) – will be taught according to theme (30 lessons)
· Components of a sentence: capital letter, finger spaces, words sounded out, known words, punctuation
8. Guided Reading – once a week or every six days, guided reading lesson; more frequently for below level readers
9. Speaking and Listening- (throughout the school year)
· Author’s chair
· Show and Tell
· Stop and Talk during Read Alouds
· Partner Reading
OBJECTIVES(PA standards and anchors) / PROPOSED TIME /
RESOURCES / LESSON REFLECTION
(for future revisions)
R3.A.1.1.1 Identify and interpret words verbally and in text that have multi-meanings. (bat-one that flies/bat-something used to hit a baseball)
R3.A.1.1.2 Identify and interpret verbally synonyms and antonyms in isolation and in text. (antonyms/opposites-up/down) (synonyms/words with the same meaning-good/great/fantastic/wonderful)
R3.A.1.2.1 Identify verbally and in text how the meaning of a word is changed when a suffix is added. (suffix-(s), (ing), (ed)
*Identify the meaning of an unfamiliar word if word or picture clues are available.
R3.A.1.3.1 Make inferences and draw conclusions based on information from a fictional text through oral responses to open ended questions as well as short answer and multiple choice. Students will cite the text to locate and verify answers.
R3.A.1.4.1 Identify verbally the main idea from fictional text.
R3.A.1.5.1 Summarize the key details and events of a fictional text as a whole. (Title, Setting, Characters, Beginning, Middle, End). Teacher and students orally make personal connections to the text.
R3.A.2.1.1 Identify, clarify and interpret words verbally and in text that have multi-meanings. (bat-one that flies/bat-something used to hit a baseball)
R3.A.2.1.2 Identify, clarify and interpret the meaning of content-specific words used in nonfiction text. (chrysalis)
R3.A.2.2.1 Identify verbally and in text how the meaning of a word is changed when a suffix is added. (suffix-(s), (ing), (ed)
*Identify the meaning of an unfamiliar word if word or picture clues are available.
R3.A.2.3.1 Make inferences and draw conclusions based on information from a nonfiction text through oral responses to open ended questions as well as short answer and multiple choice. Students will cite the text to locate and verify answers.
R3.A.2.4.1 Identify and explain the topic, main idea, and at least one supporting fact from the text.
R3.A.2.5.1 Summarize the major points, and events of a nonfictional text as a whole.
R3.A.2.6.1 Identify the author’s intended purpose of the nonfiction text. (informational, biographical, and instructional/how-to.)
R3.B.1.1.1/1.3.3.A
Identify, interpret, compare and describe the components of fiction and literary nonfiction (nonfiction books and magazines) verbally.
R3.B.1.2.1 Identify, interpret, compare and describe connections between texts.
R3.B.2.1.1/1.3.3.C Identify literary devices in stories (rhyme and rhythm)
R3.B.3.3.1 Identify and interpret text organization including sequence, question/answer, compare/contrast, cause/effect/ and problem/solution.
R3.B.3.3.3 Interpret graphics and charts and make connections between text and the content of graphics and charts.
R3.B.3.3.4 Identify and explain the sequence of steps in a list of directions. (Recipe-Thanksgiving feast)
1.1.3.A Identify the purposes and types of text (fiction, nonfiction) before reading.
1.1.3.B Preview the text formats (title, pictures, labels).
1.1.3.C Use knowledge of phonics and apply phonetic analysis by hearing and recording: initial consonant sounds, ending consonant sounds, short vowels, long vowels, rhyming words (word families); word analysis-base words-suffixes (s, ing, ed), syllabication, picture and context clues to decode and understand new words during reading.
1.1.3.D Read text using self-monitoring comprehension strategies: predict, context clues and picture clues.
1.1.3.E Acquire a reading vocabulary by identifying and correctly using sight words, word families (rhyming words), and categories of words (color words, number words).
1.1.3.F Understand the meaning of and use correctly new vocabulary learned in various subject areas.
1.1.3.G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text by retelling, making connections, clarifying ideas, and citing the text.
1.1.3.H Demonstrate comprehension in reading
1.2.3.A Comprehend text in various subject areas (science and social studies)
1.2.3.C Produce work (minimum of three sentences) in at least one literary genre that follows the conventions of the genre.
1.3.3.D Identify the structures in poetry (pattern books, predictable books, nursery rhymes).
1.3.3.F Read and respond to nonfiction and fiction including poetry.
1.6.3.A Listen to others: Ask questions as an aid to understanding.
1.6.3.B Listen to a selection of literature (fiction and nonfiction), predict what will happen next, retell a story (beginning, middle, end), recognize the main character, clarify new words and concepts, make a personal connection.
1.6.3.C Speak using skills appropriate prescribed situations (show & tell, journal sharing, partner reading). Use appropriate volume, pace speech so that it is understandable, demonstrate an awareness of the audience (eye contact).
1.6.3.D Contribute to discussions, ask relevant questions, respond with appropriate information, listen to and acknowledge the contributions of others, display appropriate turn-taking behavior.
1.6.3.E Participate in small and large group discussions and presentations. Participate in everyday conversation, present oral readings, deliver short reports (show & tell), conduct short interviews, give simple directions and explanations, report an emergency (call 911).
1.4.3.A Write narrative pieces (three sentence story, poems, and use relevant illustrations).
1.4.3.B Write information pieces using illustrations and labeling, precise language and specific detail; including cause and effect; using relevant graphics; using primary and secondary sources.
1.5.3.B Write using a series of related sentences with one central idea.
1.5.3.F Edit writing using the conventions of language, spell high-frequency words correctly, use a capital letter at the beginning of each sentence, correct punctuation at the end of a sentence (period, exclamation point, question mark), use complete sentences.
1.5.3.G Present written work for publication when appropriate (i.e. bulletin board display).
1.5.3.F Identify naming word (nouns) and action words (verbs). / All 30 lessons and their skills will be covered during the course of one school year. Each lesson is meant to be taught and assessed in a 5-6 day plan.
Resources
Harcourt Reading Series and its components.
Supplemental Guided Reading materials as necessary for those readers who are reading above and below level if not supported by the Harcourt Series.
A story may be skipped but all skills must be taught.
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