2014-2015 HISD evidence of learning

English Language Arts – Reading Kindergarten

1st Cycle

Mini-Unit 1.A: Welcome to School (2 Weeks)
Cycle 1: Aug. 25 – Sep. 5, 2014
Word Study
Print Awareness
ELA.K.1ARecognize that spoken words can be represented by print for communication.
Asks students to identify something in the classroom which contains a form of print. One example would be a pocket chart, names displayed in room, labels on classroom materials and etc.

ELA.K.1B *Identify all upper- and lower- case letters (Mm, Tt, Aa, Ss, Pp, Cc).
Have students match upper case and lower case letters using alphabet stamps or manipulatives. Look to see if the students have the correct upper and lower case letters corresponding.

Phonological/Phonemic Awareness
ELA.K.2AIdentify a sentence is made up of a group of words.
Have students to make a sentence man. He will contain the words need to make a complete sentence. The activity could be extended by having the students identify the sentence structures of capitalization and punctuation. Then ask the students to describe to you what makes up a sentence.

Phonics
ELA.K.3AIdentify the common sounds that letters represent.
Students will find three to four pictures that they can cut and paste inside or their Readers Notebook. They will write the corresponding letter sound that identifies the picture that is given.

ELA.K.3D *Identify and read at least 25 high-frequency words from a commonly used list.
Students can use a variety of items to practice writing and reading their high-frequency words. Such items as: sand, shaving cream, play-do, or simple writing tools can help students with identifying the words in a workstation environment.

Word Study Rubric
Beginning
1pts: The student has just been introduced to this particular skill and has not mastered any portion. / Emerging
2pts: The student is beginning to identify very basic components associated with the skill. / Developing
3pts: The student making progress and is developing their skill level. / Mastery
4pts: The student has mastered this particular skill.
Print Awareness
Recognize Spoken Words in Print (ELA.K.1A)
Students will be asked to identify several types of print that are seen in the classroom. / The student was not able to recognize any types of print in the classroom. / The student was able to recognize 1 to 2 types of print in the classroom. / The student was able to recognize 3 types of print in the classroom. / The student was able to recognize four or more types of print in the classroom.
Identifying Upper/Lowercase Letters:Mm, Tt, Aa, Ss, Pp, Cc
(ELA.K.1B)
Students will be asked to match the uppercase letter with the lower case letter from a set of alphabetic resources. / The student was not able to match any of the uppercase letters with the correct lowercase letters. / The student was able to match 1 or 2 uppercase letters with the correct lowercase letters. / The students was able to match 3 uppercase letters with the correct lowercase letters. / The student was able to match 4 to 6 uppercase letters with the correct lowercase letters.
Phonological/Phonemic Awareness
Identifying Sentence Structure (ELA.K.2A)
Students will be able to model how a sentence is made up of a group of words. / The student was not able to make a sentence by using words. / The student was able to use 1 to 2 words to make a sentence. / The student was able to use 3 words to make a sentence. / The student was able to use 4 or more words to make a sentence.
Phonics
Identifying Common Letter Sounds (ELA.K.3A)
Students will be asked to find three to four pictures and match them to their correct letter sound. / The student was not able to match or display any pictures with the correct letter sound. / The student was able to match 1 to 2 pictures with the correct letter sound, and display their work in their notebook. / The student was able to match 3 pictures with the correct letter sound, and display their work in their notebook. / The student was able to match 4 pictures with the correct letter sound, and display their work in their notebook.
Identifying High Frequency Words (ELA.K.3D)
Students will be asked to identify the high frequency words that are focus of study for the thematic unit. / The student was not able to identify and read any high frequency words. / The student was able to identify and read 2 to 3 high frequency words. / The student was able to identify and read 4 to 7 high frequency words. / The student was able to identify and read 8 or more high frequency words, and write the words in their notebook.
Comprehension
ELA.K.4A *Predict what might happen next in text based on the cover, title, and illustrations.
ELA.K.10DUse titles and illustrations to make predictions about text.
Students will create a chart in their reader’s notebook that contains the following labels listed below. Have the students write at least three questions before a read aloud or during guided reading practice. Then after the text walk, ask the students to write down three predictions for the story. Finally, after the story have the student review their question, their predictions, and then write their findings from the story.

ELA.K.4BAsk and respond to questions about texts read aloud.
Provide students with the following table to place in their reader’s notebook. After the text walk, have the students write a question for each part of the text: before, during, and after. At the end of the story all students time to answer their questions.

ELA.K.10B *Retell important facts in a text, heard or read.
Give students a graphic organizer so that they can draw about what happened during the story. Look at the student’s drawings to see if it reflects important facts in the story.

ELA.K.9AIdentify the topic of an informational text heard.
Select an informational text and read it to your students. Then have students complete the reading response log in their reader’s notebook. The students will identify the topic, facts they know, questions they may have, facts they have learned, and what they want to share.

ELA.K.10CDiscuss the ways authors group information in text (description, cause and effect, how to).
Students can provide evidence of understanding how an author groups information by using cause and effect. The student could divide a page in their reader’s notebook and label one side “so or because” and the other “do to or therefore.” Then the student will write a description for their cause side and the effect side.

ELA.K.11AFollow pictorial directions (e.g., recipes, science experiments).
Show students a chart with pictorial directions such as the one below. Then ask students to tell you when reading and seeing the chart what their understanding is of how to read the directions. Ask students to tell you step by step by step what it is that they need to do.

Reading Mini-Lesson Rubric
Beginning
1pts / Emerging
2pts / Developing
3pts / Mastery
4pts
Predictions about Text (ELA.K.4A; ELA.K.10D)
Students are able to make predictions based on the title and illustration of a book. / The student was not able to make a prediction based on the title and illustration of a book. / The student was able to make a prediction based on the illustration only. / The student was able to make a prediction based on the title and illustration displayed on the cover. / The student was able to make a prediction based on the title and illustration and what may happen next in the text.
Ask and Respond to Questions (ELA.K.4B)
Students will be able to ask and respond to questions from a read aloud text. / The student was not able to ask or respond to any questions from the read aloud. / The student was able to ask and respond to 1 to 2 questions from the read aloud. / The students was able to ask and respond to 3 questions from the read aloud. / The student was able ask and respond to 4 or more questions from the read aloud.
Retell Important Facts (ELA.K.10B)
Students will be able to retell important facts from a text. / The student was not able to retell an important fact(s) from a text. / The student was able to retell 1 to 2 important facts from a text. / The student was able to retell 3 important facts from a text. / The student was able to retell 4 or more important facts from a text.
Identify Informational Text (ELA.K.3A)
Students will be to identify the topic of an informational text. / The student was not able to identify the topic found in an informational text. / The student was able to identify the topic of an informational text, and name one fact from the text that they would want to share. / The student was able identify the topic of an informational text, and notate 2 or more facts that they would like to share. / The student was able identify the topic of an informational text, notate a fact that they would like to share, a fact that they learned, and a question they would ask.
Identify Author’s Grouping of Information (ELA.K.10C)
Students will be able to explain how an author groups their information in a text. / The student was not able to explain how an author uses cause and effect. / The student was able to identify 1 to 2 causes and effects in an information text. / The student was able to identify 3 causes and effects in an informational text. / The student was able to identify 4 or more causes and effects in an informational text.
Following Pictorial Directions (ELA.K.3D)
Students will model their comprehension of pictorial directions in the classroom environment. / The student was not able to read and follow pictorial directions. / The student was able read and follow 1 to 2 pictorial directions. / The student was able to read and follow 3 or more pictorial directions. / The student was able to read and follow all pictorial directions, and create and follow their own pictorial directions.
Writing Mini-Lesson
ELA.K.17AForm upper- and lower- case letters legibly using the basic conventions of print (left-to- right and top-to-bottom progression).
Look at students writing to see if they are forming the correct upper or lower case letter. Look to see if the writing is legible.

ELA.K.18CWrite one’s own name (first and last names).
Have students write their name and look to see if the letters are legible while making sure the first letter is capitalized.


ELA.K.14ADictate or write sentences to tell a story and put the sentences in chronological sequence.
Have students draw a picture, based on a topic of interest, and write a brief story. Encourage the students to write their sentences in chronological sequence (beginning, middle, and end).

Writing Mini-Lesson Rubric
Beginning
1pts / Emerging
2pts / Developing
3 pts / Mastery
4pts
Forming Letter Legibly (ELA.K.17A)
Students are able to form uppercase/lowercase letters using left-to-right progression / The student is not able to write any letters of the alphabet with distinction. They are at the beginning stages of writing (i.e. wiggle lines, stray marks, curves, etc.). / The student is able to write some of the lower and upper case letters of the alphabet. / The student is able to write most letters of the upper and lowercase letters of the alphabet. / The student writes legibly. The student is able to write the upper and lower case letters of the alphabet with distinction. The letters are written left-to-right.
Write One’s Own Name (ELA.K.18C)
Students are able to legibly write their names / The student was not able to write their name. They are using strokes as letters. / The student was able to write their first name with the letters going in every direction. / The students was able to write their name using all uppercase letters. / The student was able to write their name legibly. The student used an uppercase letter at the beginning, and the remaining letters were in lowercase.
Write Sentences to Tell a Story by Sequence (ELA.K.14A)
Students will be able to write a story by putting their sentences in sequential order. / The student was not able to write a story. / The student was able write 1 to 2 sentences for their story out of order. / The student was able to write 3 or more sentences for their story in a mixed up order. / The student was able to write 4 or more sentences for their story in sequential order.
/ - English Language Proficiency Standards (ELPS) - Aligned to Upcoming State Readiness Standard
- State Process Standard Ⓡ- State Readiness Standard Ⓢ - State Supporting Standard / © Houston ISD Curriculum 2014 – 2015
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Last Updated: November 14, 2018