Elementary English Language Arts
Unit Planning Organizer
Subject / English / Language ArtsGrade / Kindergarten
Unit Title / Unit Three: Main Idea and Key Details
Pacing / 16 days (15 days instruction and 1 day reteach/enrichment)
Unit Overview
Through asking and answering questions about key details, students will communicate their comprehension of text. In writing students will make connections between characters and events in their own lives.
Sample Essential Question
How do details help me better understand a story?
I Can Statements
I can ask questions about important details in a text. (RL 1-1)
I can answer questions about important details in a text. (RL 1-2)
I can retell a story and include important details. (RL 2-1)
I can identify characters from a story. (RL 3-1)
I can identify the setting of a story. (RL 3-2)
I can identify the major events in a story. (RL 3-3)
I can ask questions about important details in a text. (RI 1-1)
I can answer questions about important details in a text. (RI 1-2)
I can identify the main topic of a text. (RI 2-1)
I can retell key details of a text. (RI 2-2)
I can ask questions about unknown words in a text. (RI 4-1)
I can answer questions about unknown words in a text. (RI 4-2)
I can identify similarities and/or differences between two texts on the same topic. (RI 9-1)
I can print most of the uppercase letters. (L 1a-1)
I can print most of the lowercase letters. (L 1a-2)
I can use nouns and verbs. (L 1b-1)
I can produce complete sentences in class activities. (L 1f-1)
I can capitalize the first word of a sentence. (L 2a-1)
I can capitalize the pronoun I. (L 2a-2)
I can name end punctuation. (L 2b-1)
I can write a letter that matches a consonant sound. (L 2c-1)
I can write a letter that matches a short vowel sound. (L 2c-2)
I can identify connections between words and how I use them. (identify colorful places) (L 5c-1)
I can draw, write, and dictate to compose a story where I (W 3-1)
a - tell about the events in the order they occurred, and
b - give a reaction to what happened.
I can remember or find information to answer a question. (W 8-1)
Common Core State Standards
Reading: / RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.1
RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.2
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.3
RI. K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Speaking and Listening:
Language: / L.K.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.
f. Produce and expand complete sentences in shared language activities.
L.K.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 the most consonant and short-vowel sounds (phonemes).
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Writing: / W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
Foundational Skills
Print Concepts / Phonological Awareness / Phonics/Word Recognition / Fluency
F.K.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet. / F.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. / F.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary sound or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five
major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / F.K.4 Read emergent-reader texts with purpose and understanding.
Supporting Common Core State Standards
Reading: / RL.K.5 Recognize common types of text (e.g., storybooks, poems).
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.10 Actively engage in group reading activities with purpose and understanding.
RI.K.5 Identify the front cover, back cover, and title page of a book.
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.10 Actively engage in group reading activities with purpose and understanding.
Speaking and Listening: / SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
b. Continue a conversation through multiple exchanges.
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.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Language: / L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Writing: / W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts 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…).
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELL Standard / IT Standard
ELP Standard 2: The language of Language Arts
This standard includes scaffolding for all language proficiencies inthe four language domains of Speaking, Listening,Reading andWriting.Learning,Practicing and Applying the academic vocabulary and content. / K.SI.1.1 Identify sources of information (e.g., print, non-print, electronic, people).
K.SI.1.2 Identify the relevant sources of information for a given task.
K.RP.1.1 Identify questions that are relevant for a given topic or purpose.
Unpacked Standards
Reading: / 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.
RL.K.3 With prompting and support, IDENTIFY characters, settings, and major events in a story.
RI.K.1 With prompting and support, ASK and ANSWER questions about key details in a text.
RI.K.2 With prompting and support, IDENTIFY the main topic and RETELL key details of a text.
RI.K.4 With prompting and support, ASK and ANSWER questions about unknown words in a text.
RI.K.9 With prompting and support, IDENTIFY basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Speaking and Listening:
Language: / L.K.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.
f. PRODUCE and EXPAND complete sentences in shared language activities.
L.K.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 the most consonant and short-vowel sounds (phonemes).
L.K.5 With guidance and support from adults, EXPLORE word relationships and nuances in word meanings.
c. IDENTIFY real-life connections between words and their use (e.g., note places at school that are colorful).
Writing: / W.K.3 USE a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, TELL about the events in the order in which they occurred, and PROVIDE a reaction to what happened.
W.K.8 With guidance and support from adults, RECALL information from experiences or GATHER information from provided sources to answer a question.
Teaching Strategies
http://www.ode.state.or.us/search/page/id=3907
Sample Lesson Plans
http://www.betterlesson.com/common_core?from=overview
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Instructional Resources and Materials
Physical / Technology-Based
Scott Foresman :
Ginger by Charlotte Voake- Volume 1
Shoes Like Miss Alice’s by Angela Johnson- Volume 3
Corduroy by Don Freeman- Volume 6
The Wolf’s Chicken Stew by Keikno Kasza- Volume 6
Harcourt Social Studies:
Taking Responsibility, Lesson Three- TE Page 49
Mary McLeod Bethune, Unit 1 TE page 61-64
Groups Around the World, Lesson 4, TE page 57
Additional Informational Text Examples:
A Day in the Life of a Doctor (First Facts: Community Helpers at Work) (Heather Adamson) (Read Aloud)
A Day in the Life of a Firefighter (First Facts: Community Helpers at Work) (Heather Adamson) (Read Aloud)
A Day in the Life of a Police Officer (First Facts: Community Helpers at Work) (Heather Adamson) (Read Aloud)
A Day in the Life of a Teacher (First Facts: Community Helpers at Work) (Heather Adamson) (Read Aloud)
Check It Out!: The Book about Libraries (Gail Gibbons) (EA) (Read Aloud)
Community Helpers from A to Z (Bobbie Kalman and Niki Walker) (Read Aloud)
Fire! Fire!(Gail Gibbons) (E) (Read Aloud)
Jobs Around My Neighborhood / Oficios en mi vecindario(Gladys Rosa-Mendoza and Ann Losa) (Read Aloud)
The Post Office Book: Mail and How it Moves (Gail Gibbons) (EA) (Read Aloud)
Whose Hat is This?(Katz Cooper, Sharon Muehlenhardt, and Amy Bailey) (Read Aloud)
Whose Tools Are These?(Katz Cooper, Sharon Muehlenhardt, and Amy Bailey) (Read Aloud)
Additional Literary Text Example:
Blueberries for Sal (Robert McCloskey) (Read Aloud)
Curious George (series) (H.A. and Margret Rey) (Read Aloud)
Frog and Toad Together (Arnold Lobel) (E) (Read Aloud)
Harold and the Purple Crayon (Crockett Johnson) (Read Aloud)
Knuffle Bunny: A Cautionary Tale (Mo Willems) (Read Aloud)
Little Bear (series) (Else Holmelund Minarik and Maurice Sendak) (E) (Read Aloud)
Make Way for Ducklings (Robert McCloskey) (Read Aloud)
Margaret and Margarita / Margarita y Margaret (Lynn Reiser) (Read Aloud)
Officer Buckle and Gloria (Peggy Rathmann) (Read Aloud)
Owl Moon (Jane Yolen and John Schoenherr) (Read Aloud)
The Story About Ping (Marjorie Flack and Kurt Wiese) (Read Aloud)
Where the Wild Things Are (Maurice Sendak) (Read Aloud)
Poetry:
The Swing in A Child’s Garden of Verses (Robert Louis Stevenson) (Read Aloud)
Us Two in The Complete Tales & Poems of Winnie-the-Pooh (A. A. Milne) (EA) (Read Aloud) / http://www.readingrockets.org/books/interviews
The Reading Rockets website offers over 80 brief video clip interviews with book authors and illustrators.
http://www.janbrett.com/index.html
Jan Brett is a famous children’s author. This site supports understanding the role of an author through using Jan Brett novels.
http://video.nationalgeographic.com/video/kids/?source=NavKidsVid
This site contains nature videos that support teacher think-alouds where connections between characters can be made.
http://www.storylineonline.net/
Students will listen to the stories Stellaluna and Rainbow Fish. (Not purely informational…but character descriptions empower comparisions) After listening to the books, the teacher can think-aloud to describe connections between two individuals, and events, pieces of information.
http://www.primarygames.com/langarts/slate/start.htm
Interactive slate where students practice writing upper and lowercase letters.
www.fccr.org
K-1 Center Activities Vocabulary Page 41
A teacher resource activity that focuses on the meaning and use of verbs.
http://www.readingrockets.org/webcasts/3001/?trans=yes
Teacher development video that explains the importance of writing integration in every day instruction.
www.harcourtschools.com/ss1
Basic skills tab. Collection of ideas on comprehension in relationship to kindergarten Social Studies.
www.eharcourtschool.com
username: wsfcsnc0t
password: tresource
Leveled readers
Unit Vocabulary Terms / Enrichment / Extension / Interdisciplinary Connections
“Unwrapped” Standards Concepts / Supporting Standards Concepts / Using two books that describe different jobs but are in the same series of informational books (such as the Community Helpers at Work series), create a graphic organizer to compare and contrast the days of various community helpers. Discuss the ways the jobs are similar and different. Require each student to dictate, draw, write, or act out something one of the community helpers does (e.g., a postal worker weighs packages). Ask if the other community helper does something similar (e.g., a nurse weighs patients).
While reading informational books about community helpers, create a chart with the following headings: Who, What, Where, When, and Why. Encourage children to listen for answers to those questions as you read the book aloud. Remind the students to pay close attention to the illustrations for details. To ensure each child’s participation, give them sticky notes or whiteboards on which to write or draw their ideas. Begin by talking about the author, illustrator, and front, back, and title page of the book. Fill in the chart each time you read a new book about community helpers. Use this chart as inspiration to change the lyrics for “Do You Know the Muffin Man?” for community helpers in your neighborhood (e.g., “Do you know the fireman . . . That works on 12th and Main!”). / Read a poem such as “The Swing.” Assign the students the task of drawing an illustration for each stanza of the poem. Do the same activity with other poems, such as “Us Two.” Using key words such as who, what, where, why, when, and how, compare and contrast the two poems. Encourage the children to work on the recitation of their favorite poem.
Text
Retell
Details
Characters
Setting
Events
Main topic
Uppercase letters
Lowercase letters
Nouns
Verbs
Capitalize
Punctuation
Short vowel sound
Consonant sound
Draw
Dictate
Write
Connections
Unknown words
Similarities
Differences
Complete sentences / Author
Illustrator
Text
Retell
Front cover
Back cover
Title Page
Illustrations
Publish
Related words
Topic
Conversations
Words
Phrases
Respond
Digital tools
Informative
Explanatory
Draw
Dictate
Write
Compose
2 2014-2015