ELA Curriculum Map Kindergarten ~ Unit 1A~Living Together: This is Home Time Frame: 3 weeks

Essential Questions / Vocabulary / Content & Skills / Assessments
Readers: How can retelling helps readers
understand stories? RL.K.2
Writers: How can writers use both illustrations and
words to tell a story? W.K.3
Big Idea
Home
Environments
Enduring Understandings
Readers understand that there is a relationship between
illustrations and words. RL.K.7
Writers understand that pictures and words in a sequence
help tell a story. W.K.3
Learners understand that home is an important concept to
all living species
Goals
Readers will identify characters, settings and major events in
stories. RL.K.3
Writers will be able to identify characters, setting and major
events in their own writing using a combination of drawing,
dictating, and writing. W.K.3
Learners will recognize the importance of “home” to every
living thing. / Benchmark
Vocabulary
island
ducks
peanuts
waddled
flapped
build
cozy
quacked
waded
satisfied
marching
tumbled
rushed
beckoned
snug
frightening
wiggling
waggling
swayed
flock
prickly
fierce
darting
grazed
By the Way Words / 1. Teacher’s Guide, pp. 12–21
READ Trade Book Read the entire
book.
Make Way for Ducklings
READING FOCUS Writers
understand that pictures and words
in a sequence help tell a story.
WRITING FOCUS Describe an
animal.
2. Teacher’s Guide, pp. 22–31
READ Trade Book pp. 4–17
Make Way for Ducklings
READING FOCUS Readers
understand that there is a
relationship between illustrations
and words.
WRITING FOCUS Describe a
character.
3. Teacher’s Guide, pp. 32–41
READ Trade Book pp. 6–11
Make Way for Ducklings
READING FOCUS Readers
understand that there is a
relationship between illustrations
and words.
WRITING FOCUS Describe a
setting.
4. Teacher’s Guide, pp. 42–51
READ Trade Book pp. 15–25
Make Way for Ducklings
READING FOCUS Learners
understand that home is an
important concept to all living
species.
WRITING FOCUS Describe an
event.
5. Teacher’s Guide, pp. 52–61
READ Trade Book pp. 18–27
Make Way for Ducklings
READING FOCUS Writers
understand that pictures and words
in a sequence help tell a story.
WRITING FOCUS Tell events in
order.
6. Teacher’s Guide, pp. 62–71
READ Trade Book pp. 28–41
Make Way for Ducklings
READING FOCUS Readers
understand that there is a
relationship between illustrations
and words.
WRITING FOCUS Add details.
7. Teacher’s Guide, pp. 72–81
READ Trade Book pp. 42–67
Make Way for Ducklings
READING FOCUS Writers
understand that pictures and words
in a sequence help tell a story.
WRITING FOCUS Tell the elements
of a story.
8. Teacher’s Guide, pp. 82–91
READ Trade Book pp. 44–51
Make Way for Ducklings
READING FOCUS Readers
understand that there is a
relationship between illustrations
and words.
WRITING FOCUS Describe a
character.
9. Teacher’s Guide, pp. 92–101
READ Text Collection Read the
entire story.
A House for Hermit Crab
READING FOCUS Writers
understand that pictures and words
in a sequence help tell a story.
WRITING FOCUS Tell an opinion.
10. Teacher’s Guide, pp. 102–111
READ Text Collection pp. 6–19
A House for Hermit Crab
READING FOCUS Writers
understand that pictures and words
in a sequence help tell a story.
WRITING FOCUS Tell the details of
an event.
11. Teacher’s Guide, pp. 112–121
READ Text Collection pp. 20–32
A House for Hermit Crab
READING FOCUS Readers
understand that there is a
relationship between illustrations
and words.
WRITING FOCUS Tell a character’s
reaction.
12. Teacher’s Guide, pp. 122–131
COMPARE
• Make Way for Ducklings
• A House for Hermit Crab
READING FOCUS Learners
understand that home is an
important concept to all living
species.
WRITING FOCUS Describe story
details.
13. Teacher’s Guide, pp. 132–141
COMPARE
• Make Way for Ducklings
• A House for Hermit Crab
READING FOCUS Learners
understand that home is an
important concept to all living
species.
WRITING FOCUS Tell an opinion. / Formative Writing Activities
Lesson 5
Have children work in small groups to draw
pictures of the places on pp.18–23 of Make Way for Ducklings on separate
sheets of paper. Encourage them to add details about the things Mr. and
Mrs. Mallard see in each place. Then have groups arrange the pictures to
show the order of events. Remind children that the author of Make Way for
Ducklings uses pictures and words in a sequence to tell a story.
To complete this as a class activity, draw large pictures of the places on
pp. 18–23 of Make Way for Ducklings on separate sheets of paper. Have
children arrange the pictures in the order that the events happened in the
story. Then have children retell the story using the pictures in the correct
sequence.
Lesson 7
Have children work in groups to retell this part
of the story Make Way for Ducklings. Ask children to draw pictures of
characters, settings, and major events on pp. 42–67 on separate sheets of
paper. Have them arrange the pictures of events to show the sequence.
You may wish to complete this as a class activity. Assign small groups
of children a section of the story to draw to aid in the retelling. Remind
children that the writer of Make Way for Ducklings provides details to tell
about the characters, settings, and events. Then provide groups with story
props to use along with their pictures as they practice retelling this part of
the story. Have groups go in order of the story as they retell their assigned
section. Remind children to use sequence words like, first, next, and then
as they retell the story.
Lesson 9
Discuss with children what “home” means to
the characters in Make Way for Ducklings and A House for Hermit Crab.
Remind children that the author of A House for Hermit Crab uses details in
the pictures to tell reasons for Hermit Crab’s opinions. Have children tell,
write, or draw their opinion of what their home means to them. Tell children
to include a reason for their opinion in their picture or writing.
You may wish to complete this as a class activity. Through the discussion,
remind children why “home” is so important to the characters in the two
stories they read. Extend the activity by asking children why “home” is
important to them. Make a list on the board or on chart paper, try to include
all children’s responses if possible. Give children an example of an opinion
about “home” such as the following: My home is important to me because
it has my two dogs and a big dining room table where I can have my friends
over for dinner and have fun.
Lesson 13
Have children recall why finding a good home
is important to the characters in Make Way for Ducklings and A House for
Hermit Crab. Then have children think about what “home” means to them
and whether they think finding a good home is important. Ask them to
dictate or write their opinion and use details from the stories as reasons to
support their opinion.
You may wish to complete this as a class activity. Have children recall what
“home” means to them from your discussion in Lesson 9. Then ask children
if they think that finding a good home is important. Remind children that
the writers of Make Way for Ducklings and A House for Hermit Crab include
reasons to support the characters’ opinions. Write children’s responses on
the board or on chart paper. Give children an example of an opinion about
finding a good home such as, I think finding a good home is important for
people so that they can have somewhere to sleep at night.
Questions: (Accountable Independent Reading)
Literary:
Key Ideas and Details
• What happens first in the story? What
happens next? What happens last?
• Who are the characters in the story? What
is the setting of the story?
Craft and Structure
• What questions can you ask about
unknown words? Where can you find the
answers to your questions?
• How do you know this text is a story?
What can you tell about the structure of
the story?
Integration of Ideas
• How do the illustrations help you
understand the characters, settings,
and events?
• How are the experiences of the characters
in this story similar to or different from
those in another story you’ve read?
Informational:
Key Ideas and Details
• What questions can you ask about key
details? Where can you find the answers
to your questions?
• How are the individuals, events, ideas,
or pieces of information in the text
connected to each other?
Craft and Structure
• What questions can you ask about
unknown words? Where can you find the
answers to your questions?
• How do the author and illustrator help tell
the ideas or information in the text?
Integration of Ideas
• How do the illustrations help you
understand the text?
• How is this text similar to or different from
another text you have read about the
same topic?
Performance Task
Task: Comings and Goings: Home
Children will choose one animal from Make Way for Ducklings
or A House for Hermit Crab. Then they will write a story using
a combination of drawing, dictating, and writing to narrate
a single event about the animal coming and going from its
home.
Writing Wrap Ups
End of Unit (Module B)
Homework Assignments
Interdisciplinary Options / Resources / Common Core Learning Standards
Anchor Text
Literary Text
Make Way for Ducklings by Robert McCloskey 630
Supporting Text
Literary Text
A House for Hermit Crab by Eric Carle 480L
Poetry
“Ducks Quack Me Up” by Charles Ghigna
“Sea Creatures” by Meish Goldish
Resources
“A New Home for Hermit Crab” by Jeanne Bendick
Sleuth
Reader’s Writer’s Journal
Scaffolded Strategies Handbook
Additional Texts
Are You My Mother?
by P.D. Eastman
Literary Text
Lexile 80L
Starfish
by Edith Thatcher Hurd
Informational Text
Lexile AD170L
Little Bear
by Else Holmelund
Minarik
Literary Text
Lexile 370L
Frog and Toad
Together
by Arnold Lobel
Literary Text
Lexile 450L
What Lives in a Shell?
by Kathleen Weidner
Zoehfeld
Informational Text
Lexile 460L
Chester’s Way
by Kevin Henkes
Literary Text
Lexile 570L
Technology / Reading: Literature
RL.K.1, RL.K.2, RL.K.3, RL.K.4, RL.K.5, RL.K.6,
RL.K.7, RL.K.9, RL.K.10
Reading: Foundational Skills
RF.K.1, RF.K.2, RF.K.3.c, RF.K.4
Writing
W.K.3, W.K.5, W.K.6
Speaking and Listening
SL.K.1, SL.K.1.a, SL.K.1.b, SL.K.2, SL.K.4,
SL.K.5, SL.K.6
Language
L.K.1., L.K.1.a, L.K.2, L.K.2.a, L.K.2.b, L.K.2.c,
L.K.4, L.K.4.a, L.K.5., L.K.5.d, L.K.6

Page | 4