Subject: English Language Arts / Revised Date:
Quarter #
Strand / Domain / Language/Conventions of Standard English
Standard(s)
(one or more standards/indicators; can be clustered) / K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
K.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Big Idea(s) / 1. Text types and purposes, labels, and familiar words are used to communicate information and ideas.
2. Daily writing for a variety of purposes is critical to the development of conventions and grammatical knowledge.
3. Oral vocabulary increases language experiences with the text.
4. Expansion of sentences provides the speaker with opportunities to hear multiple and additional ways of expressing thoughts.
5. When conventions are correct it helps the reader comprehend and understand the purpose of the story.
6. At the kindergarten level inventive spelling, conventions, and grammar are appropriate for a beginning writer. However sentences should flow smoothly.
Essential Question(s) / 1. How do people share ideas with print?2. Does language help you understand an unknown concept?
3. How does a writer show where a sentence begins and ends?
4. What components are needed to form a complete sentence?
Academic Vocabulary (what students need to know in order to complete the task) / UppercaseLowercase
Left-Right
Top –Bottom
Letter
Sentence
Word
Noun/Naming Word
Verb/Action Word
Preposition
Period
Question Mark
Exclamation Mark
Capitalize
Punctuation
Plural
Question Words
Sample Activities / Interactive Writing:
Interactive writing is a cooperative event in which teacher and children jointly compose and write text. Interactive writing can be used to demonstrate concepts about print, develop strategies, and learn how words work. These activities can be as simple as using a nursery rhyme or poem and leaving words out that students can help spell or write to compose a class story around a shared event.
Chart Targets:
Write familiar poetry on chart paper. As students share in the reading encourage them to focus on a specific aspect of print. For example, circle words with the short /a/ sound, identify end punctuation, find question words, and explain how the writing makes you feel, etc.
Word Sorts:
1. Place small objects or picture cards where everyone can see. The cards/objects should share some commonalities (i.e., fruits and vegetables, colors, big and little). 2. Students sort the cards/items into two or more categories. 3. Students share their sorts with classmates, emphasizing the categories they made. As students begin reading, these word sorts can be done by word family, beginning sounds, vowel sounds, etc.
Concept Books:
Share books that focus on a single concept to expand students’ understanding of that concept.
Guess What?:
Place a common object in a paper bag. Students ask single yes or no questions to get enough information to identify the object. As students become more confident with the game, increase the complexity by requiring more-specific language. For example, a ball might be a correct answer initially however, a red playground ball would be appropriate as they get more familiar with the activity. This activity helps with descriptions and being specific in language.
District Adopted
Core Curriculum / Houghton Mifflin:
Themes 1-10
Concepts of Print (Uppercase/lowercase letters, Capital I, end punctuation, and sound/letter relationships is covered.)
Vocabulary Skill (Nouns, verbs and productions/expanding
of complete sentences is covered. Plural nouns, interrogatives and prepositions are covered sporadically.)
Reading Mastery
Lessons 1-160 (Uppercase/lowercase letters, Capital I, end punctuation, sound/letter relationships and question words is covered.) Question words start at lesson 75.
Lesson Connections
Letter Recognition and Formation (Part B): Lessons 11-160
Language For Learning
Beginning Actions: Lessons 1-22
Picture Actions: Lessons 17-42
Common Objects: Lessons 7-33
Plurals: Lessons 51-73
Materials: Lessons 62-72, 103-141
Common Information: Lessons 71-75, 76-128
Prepositions: Lessons 27-70, 76-88
Classifications: Lessons 51-75, 76-150
Part/Whole Relationships: Lessons 76-117
Locations: Lessons 127-149
Where, Who, When, What: Lessons 21-150
Additional Resource(s) / Houghton Mifflin:
Math Link
On Level Handbook
Challenge Handbook
English Language Learner Handbook
Classroom Management Handbook
Reading Mastery
Language For Learning
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 / Houghton Mifflin Theme Skills Assessment
Language for Learning Program Assessments
Summative Assessment(s)
that relate to CCSS / Smarter Balance Assessment System
Curriculum Maps / 5
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