Orange Board of Education ELA-Kindergarten
Unit I:
Topic: / CCSS: / Goals: / Projected # of daysOpinion Writing
Key Details
Journeys
Unit 1 / RF.K.2a / Recognize and produce rhyming words. / 35
RF.K.2b / Count, pronounce, blend, and segment syllables in spoken words.
W.K.1 / Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
RL.K.1 / With prompting and support, ask and answer questions about key details in a text.
RL.K.2 / With prompting and support, retell familiar stories, including key details
RI.K.2 / With prompting and support, identify the main topic and retell key details of a text.
RL.K.3 / With prompting and support, identify characters, settings, and major events in a story.
RI.K.10 / Actively engage in group reading activities with purpose and understanding.
SL.K.2 / Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.4 / Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.1.a / Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1.b / Continue a conversation through multiple exchanges.
L.K.1.b / Use frequently occurring nouns and verbs.
L.K.1.e / Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.d / Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.6 / Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Students Learning Objectives (What Students Need To Be Able To Do)
1. Demonstrate understanding of the parts of a book.
2. Recognize and produce two rhyming words.
3. Count syllables in spoken words.
4. Draw and dictate an opinion piece about a favorite story using inventive spelling with prompting and support.
5. With prompting and support, answer questions about key details in a text.
6. With prompting and support, retell stories, including key details.
7. With prompting and support, identify the main topic and retell key details in a text.
8. With prompting and support, name main characters, setting and major events of a story.
9. Listen and respond to questions about literature and informational text.
10. Engage in two strand conversations following agreed upon rules for discussion, asking questions and taking turns.
11. Name and describe familiar people, places or things and, with prompting and support, provide additional details.
12. Express ideas in shared language activities, including nouns, verbs and prepositions.
13. Use question words, (e.g., who, what and where) in meaningful context when speaking.
14. Use new vocabulary in meaningful context with others.
What Students Need to Understand:
1. Writing is a tool for thinking and problem solving. In order to create new understandings, activating prior knowledge and engaging in the process of independent and shared inquiry are essential.
2. Understanding of print features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.
3. Imaginative texts can provide rich and timeless insights into universal themes, dilemmas and social realities of the world in which we live. Literary text represents complex stories in which the reflective and apparent thoughts and actions of human beings are revealed. Life therefore shapes literature and literature shapes life.
4. Integrating knowledge and ideas from informational text expands the knowledge base and perspectives found in text, which empowers the reader to make informed choices in life.
5. Strong listening and speaking skills are critical for learning and communicating and allowing us to understand our world better. Applying these skills to collaboration amplifies each individual’s contributions and leads to new and unique understandings and solutions.
6. Language is an essential tool for understanding our world. Effective written and oral communications rely upon understanding and applying the rules of standard English. Success in the post-secondary setting, as well as the workplace, requires effective communication.
Assessments:
Formative:
Anecdotal records of students in whole group, centers, guided reading/small group activities, one to one conferencing, and assessing during Message Time Plus. / Summative:
Model Curriculum Unit 1 Assessment, DWA #1, published opinion piece / Authentic:
Work Sampling assessment such as, 2.D.2 uses letter like shapes, symbols, letters and words to convey meaning. 2.A.3 Demonstrates beginning phonemic awareness. 2.C.4 Comprehends and responds to fiction and non-fiction text. Journal Writing,
Interdisciplinary Connections: Social Studies: families and pets, communities and community helpers, school relationships; Math: Sequencing and ordinal numbers
Technology Integration: Smart Board, Centers: www.pbskids.org, www.starfall.com , www.abcmouse.com
Key Vocabulary: Character, setting, because, main idea, illustration, author, summarize, noun, (+ vocabulary for lessons in unit)
Useful Sites: www.thinkcentral.com for unit 1 activities , www.abcmouse.com/schools to register class, www.unitedstreaming.com go to reading module for reading comprehension extensions
Text Crosswalk: Unit 1: Friendly Faces: Big Books and student readers; Daily Phonemic Awareness T13; Writing: Write an opinion piece about Journey’s Read Alouds, for example: Building With Dad: T14-15
Message Time Plus: Teachers will pre-plan, and model how to write opinion pieces throughout this unit.
Writer’s Workshop: Lucy Calkins Units of Study (Launching the Writer’s Workshop)