This Document Is Only a Guideline to Assist Teachers in the Development of Their Lesson

This document is only a guideline to assist teachers in the development of their lesson plans so that TEKS will be covered. Teachers should make adjustments as needed to meet the needs of their children.

Since the same Social Studies materials are not available throughout the district, social studies is covered through read aloud, shared writing, independent writing and literacy centers. Teachers should incorporate social studies in their shared reading based on materials available to them. After a social studies book has been read, teachers may wish to incorporate it in literacy centers with an activity covering the skills taught.

Grade

Subject

Grading Period

Timeline

/ SS Unit /

Enduring Understanding

K / LA/SS / 1st 9 Weeks / Week 1 Day 1 / Order and Change / Rules and laws bring order to our world. Some things change over time.

SHARED READING

ELA K.1B Respond appropriately and courteously to directions and questions
ELA K.1C Participate in rhymes, songs, conversations, and discussions
ELA K.1E Listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
v Read a story about the beginning of school such as The Kissing Hand by Audrey Penn.
v Discuss how students and teacher felt about coming to school today. (SEE RESOURCES for additional titles.)
WORD WALL
ELA K.5A Recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger
v Name Game Activity, Day One (SEE RESOURCES for directions and additional ideas.)

LITERACY CENTERS

ELA K.3D Present dramatic interpretations of experiences, stories, poems, or plays
SS K.8 The student understands the importance of rules
SS K.8A Identify the purposes for having rules
SS K.8B Identify rules that provide order, security, and safety in the home and school
Introduce one center per day. Suggested first day center is ABC Center.

ABC Center: ELA K.7A Name and identify each letter of the alphabet

Show students the center icon for the ABC Center. Discuss the rules and procedures you expect your students to follow in the center. Teacher and students role-play incorrect and correct procedures in using the center. All students go to the ABC Center. Teacher watches and corrects every incorrect procedure in that center. Be diligent! (SEE RESOURCES for center rotation procedures and other ideas for Literacy Centers.)

GUIDED READING

Use this time to monitor what the students are doing in literacy centers. Guided Reading will begin the fourth week of school. During the first 4 weeks of guided reading the teacher will focus upon procedures and routines for the literacy centers and for guided reading groups.
SHARED WRITING (Grammar and handwriting are taught during shared writing.)
ELA K.1F Identify the musical elements of literary language such as its rhymes or repeated sounds
ELA K.14E Gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke
SS K.8 The student understands the importance of rules
SS K.8A Identify the purposes for having rules
SS K.8B Identify rules that provide order, security, and safety in the home and school
v Introduce school rules and procedures. Be specific about what the rules and procedures are in the classroom and school.
v Teach Rules Chant: Clap and slap your legs as you say the chant: “These are the rules for Kindergarten (3x). Follow them and be good. Rule number 1 says…(chant your rule here). That’s Rule number 1. Rule number 2 says… (Continue to complete the rules in your classroom)

INDEPENDENT WRITING

SS K.4B Locate places on the school campus and describe their relative locations.
v Take a school walk and locate important areas of the school such as: clinic, office, cafeteria, library, music, P.E., and bathrooms.

READ ALOUD

PHONOLOGICAL AWARENESS

v Teacher will do activities to help students get acquainted. (SEE RESOURCES for name games.)

DISTRICT ASSESSMENTS

Grade

Subject

Grading Period

Timeline

/ SS Unit /

Enduring Understanding

K / LA/SS / 1st 9 Weeks / Week 1 Day 2 / Order and Change / Rules and laws bring order to our world. Some things change over time.

SHARED READING

ELA K.1B Respond appropriately and courteously to directions and questions
ELA K.1C Participate in rhymes, songs, conversations, and discussions
ELA K.1E Listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
v Read a story about names such as Chrysanthemum by Kevin Henkes or a story about the beginning of school. Discuss how our names are special. (SEE RESOURCES for additional titles.)
WORD WALL
ELA K.5A Recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger
v Name Game Activity, Day Two (SEE RESOURCES for directions and additional ideas.)

LITERACY CENTERS

ELA K.3D Present dramatic interpretations of experiences, stories, poems, or plays
SS K.8A Identify the purposes for having rules
SS K.8B Identify rules that provide order, security, and safety in the home and school
Review procedures and routines for ABC Center

ABC Center: ELA K.7A Name and identify each letter of the alphabet

Writing Center: ELA K.14b Write each letter of the alphabet, both capital and lower case (mastery not expected until the end of the year)

Introduce one center per day. Suggested second day center is the Writing Center. Show students the center icon for the Writing Center. Discuss the rules and procedures you expect your students to follow in the center. Teacher and students role-play incorrect and correct procedures in using the center. Students go to the Writing Center and teacher watches and corrects every incorrect procedure in that center. Be diligent! Children have the option of exploring either center that has already been introduced. Students not with the teacher at the Writing Center should be at the other introduced center. (SEE RESOURCES for center rotation procedures and other ideas for Literacy Centers.)

GUIDED READING

Guided Reading will begin the fourth week of school.
SHARED WRITING (Grammar and handwriting are taught during shared writing.)
ELA K.1F Identify the musical elements of literary language such as its rhymes or repeated sounds
ELA K.14E Gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke
SS K.8 The student understands the importance of rules
SS K.8A Identify the purposes for having rules
SS K.8B Identify rules that provide order, security, and safety in the home and school
v Begin with Rules Chant: Clap and slap your legs as you say the chant: “These are the rules for Kindergarten (3x). Follow them and be good. Rule number 1 says…(chant your rule here). That’s Rule number 1.” In depth discussion of the first rule. Teacher writes the first rule on a sentence strip for the class to read orally. Teacher and students role-play several situations to ensure understanding of the rule. Facilitate a discussion on the consequences for not following the rules.

INDEPENDENT WRITING

SS K.8 The student understands the importance of rules
ELA K.16B Record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, & showing connections among ideas
v Provide each student with a written copy of rule number one to illustrate. Teacher saves this to create a book at the end of the week.

READ ALOUD

ELA K.1A Determine the purpose for listening such as to get information, to solve problems, and to enjoy and appreciate
ELA K.1E Listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
ELA K.10A Listen to stories being read aloud
ELA K.12D Locate important areas of the library/media center
SS K.3A Place events in chronological order
SS K.3B Use vocabulary related to time and chronology, including before, after, next, first, and last
SS K.7A Identify jobs in the home, school, and community
SS K.4B Locate places on the school campus and describe their relative locations
v Read a story about beginning of school such as Cat & Dog At School by Rozanne Lanczak Williams or The Gingerbread Man by Karen Schmidt.
v Suggested activity after reading The Gingerbread Man:
v Discuss order of events of the gingerbread man using vocabulary related to time and chronology. Discuss real life order of events in the student’s day.
v Beforehand, pre-cut enough gingerbread man cutouts for each location in the school that you visited the previous day. On each cutout write a riddle/clue that the children will “solve” to find/identify the next location. For example: “I fell on the playground and skinned my knee, to get help where should I be? (Clinic) “When I get hungry and want to eat, I walk here on my own two feet.” (Lunchroom) “I love to read and need a book, I go in here where I can look.” (Library) etc… Place the cutouts around the school at the various locations and take the children on a “Gingerbread Man Hunt” by following the clues.

PHONOLOGICAL AWARENESS

ELA K.1F Identify the musical elements of literary language such as its rhymes or repeated sounds
ELA K.6B Identify, segment, & combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words
ELA K. 6D Identify and isolate the initial and final sound of a spoken word
v Scholastic Phonemic Awareness Kit, Lesson 1, p. 12 “Sound Position, Syllables”
v Continue getting acquainted activities.

DISTRICT ASSESSMENTS

Grade

Subject

Grading Period

Timeline

/ SS Unit /

Enduring Understanding

K / LA/SS / 1st 9 Weeks / Week 1 Day 3 / Order and Change / Rules and laws bring order to our world. Some things change over time.

SHARED READING

ELA K.1B Respond appropriately and courteously to directions and questions
ELA K.1C Participate in rhymes, songs, conversations, and discussions
ELA K.1E Listen responsively to stories and other texts read aloud, including selections from classic and contemporary works
v Read a story about names such as A My Name is Alice by Jane Bayer or a story about the beginning of school.
v Discuss how our names are special and discuss the beginning letters of the student’s names. (SEE RESOURCES for additional titles.)
WORD WALL
ELA K.5A Recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger
v Name Game Activity, Day Three (SEE RESOURCES for directions and additional ideas.)

LITERACY CENTERS

ABC Center: ELA K.7A Name and identify each letter of the alphabet

Writing Center: ELA K.14b Write each letter of the alphabet, both capital and lower case (mastery not expected until the end of the year)

Library Center: ELA K.9b Establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained.

Introduce one center per day. Suggested third day center is the Library Center. Show students the center icon for the Library Center. Discuss the rules and procedures you expect your students to follow in the center. Teacher and students role-play incorrect and correct procedures in using the center. Students go to the Library Center and teacher watches and corrects every incorrect procedure in that center. Be diligent! Children have the option of exploring any center that has already been introduced. (SEE RESOURCES for center rotation procedures and other ideas for Literacy Centers.)

GUIDED READING

Guided Reading will begin the fourth week of school.
SHARED WRITING (Grammar and handwriting are taught during shared writing.)
ELA K.1F Identify the musical elements of literary language such as its rhymes or repeated sounds
ELA K.14E Gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke
SS K.8 The student understands the importance of rules
SS K.8A Identify the purposes for having rules
SS K.8B Identify rules that provide order, security, and safety in the home and school
v Begin with Rules Chant: Clap & slap your legs as you say the chant: “These are the rules for Kindergarten (3x). Follow them & be good. Rule number 2 says…(chant your rule here). That’s Rule number 2.” Discuss the second rule. Teacher writes second rule on a sentence strip for the class to read orally. Teacher & students role-play several situations to ensure understanding of the rule. Facilitate a discussion on the consequences for not following the rules.

INDEPENDENT WRITING

SS K.8 The student understands the importance of rules
ELA K.16B Record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, & showing connections among ideas
v Provide each student with a written copy of rule number two to illustrate. Teacher saves this to create a book at the end of the week.

READ ALOUD

PHONOLOGICAL AWARENESS

ELA K.1F Identify the musical elements of literary language such as its rhymes or repeated sounds
ELA K.6B Identify, segment, & combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words
ELA K.6C Produce rhyming words and distinguish rhyming words from non-rhyming words
ELA K. 6D Identify and isolate the initial and final sound of a spoken word
v Scholastic Phonemic Awareness Kit, Lesson 2, p. 13 “Rhyme, Position Words, Syllables”

DISTRICT ASSESSMENTS