ELA Grade Kindergarten Grade Focus One Suggested Time Frame: 1st Nine Weeks
**Sample tasks for Integration and teaching strategies can be found in the teacher guidance document for ELA at: Georgia Common Core

Standards (What should students learn?)
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
Sample Task for Integration:
During a read-aloud, prompt students to ask and answer questions about key details in the text. Provide guided questioning techniques as examples for students. Demonstrate how questions always end with a question mark. Focus on questions which begin with the words who, what, when, and where. Don’t be afraid to also experiment with higher level questions that begin with how and why. After thorough demonstration and guidance regarding key details and how these key details can be discovered through questioning techniques, provide the opportunity for students to listen to another read-aloud. Challenge them to create their own questions and record their responses. Connect the questions to the evidence from the text, and require the students to demonstrate their understanding of these key details by drawing a picture or writing a short response. (From Georgia Common Core)
RL. K.2 With prompting and support, retell familiar stories, including key details.
Sample Task for Integration:
Choose a story to read aloud to the class. Pair each student with a partner, and provide each two-person group with index cards which state the key details of the read-aloud along with several extraneous details that were not a part of the text. Challenge the students to illustrate the key details of the text by placing the cards in order and eliminating the extraneous cards. Allow the students to share their solutions orally by presenting their information to the class.
RL.K.3 With prompting and support identify characters, settings, and major events in a story.
Strategies for Teachers:
 Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire for RL3(see above)
 Read and reread stories to the students while increasing the complexity of the discussion of characters, settings, actions, problems, and resolution as children become more familiar with the story and text
 Discuss the main components of a story (e.g., beginning-middle-end, setting, characters, problems, events, resolution)
 Ask questions that will require children to identify characters, settings, and major events
oWhere did the story take place?
oWho are the characters in the story?
oWhich character had a problem?
oHow did the character solve his/her problem?
oCan you think of other ways to solve the problem?
 Use story maps during and after reading to help children learn the elements of a book or story
 Use a picture-walk to make inferences and draw conclusions about the text
Sample Task for Integration:
Using a read-aloud, discuss with the students the characters, the setting, and the major events of the story. Provide the students a story map upon which they will list the main characters, the setting of the story, and at least three major events. Demonstrate how to complete the story map using chart paper or an interactive board. (Students who are not able to write the information on the story map will be allowed to draw pictures on the story map.) Next, challenge the students to identify the conflict evident in the story and illustrate how the conflict was solved.
RL.K.4 Ask and answer questions about unknown words in a text.
Strategies for Teachers:
 Provide highlighted text depicting unknown vocabulary and demonstrate strategies used to decipher meanings using context clues
 Demonstrate strategies for making unknown words more familiar and useful to students
 Model questioning strategies for understanding words within a text that are unfamiliar (How does this sentence sound if I leave this word out? What is my prediction about what this word means? Does this word sound funny, scary, nice, or sad? Why is this word in the sentence? Why did the author use this word instead of an easier word that I do know?)
 Model how to use context clues within the sentences of a text that may help a student decipher the meaning of an unknown word
Sample Task for Integration:
Provide a highlighted text using a big book or the interactive board. Choose a text that has unfamiliar words for most kindergarten students. Allow the students to participate in a survey by raising their hands if they think they know the meanings of the highlighted words. Keep a record of their responses. Next, read the text aloud to the students and put emphasis on the unfamiliar words. At the conclusion of the read-aloud, ask the students to again make suggestions as to what they think the unfamiliar words mean. Do not allow them to provide one word answers, but insist that they explain the clues from the story that made them interpret the definition as they did. Provide the correct definitions of the unfamiliar words using a beginning dictionary. Challenge the students to search for unfamiliar words in texts they explore and to use the strategies employed in this activity to predict meanings. They should check their predictions using a beginning dictionary.
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
Strategies for Teachers:
 Model and guide students in answering and generating questions about key details in informational text read or listened to
 Model the use of graphic organizers to ask and answer questions about key details in informational text
 Prompt and support students as they make predictions about the text
Sample Task for Integration:
The teacher will read a book aloud to the class and guide the class to participate in a 3-2-1 activity that will allow them to ask and answer questions about key details in the text. A 3-2-1 is three things they discovered, two things they found interesting, and one question they still have. Students respond to the 3-2-1 in writing and share answers with a partner.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5 Identify the front cover, back cover, and title page of a book.
RF.K.1 Demonstrate understanding of the organization.
  1. Follow words from left to right, top to bottom, and page by page.
  2. Recognize that spoken words are represented in written language by specific sequences of letters.
  3. Understand that words are separated by spaces in print.
  4. Recognize and name all upper-and lowercase letters of the alphabet.
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….)
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  1. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  2. 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.
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.
Sample Learning Targets (Sample)
I can retell key details from a text read to me.
I can tell about the characters in a story.
I can ask questions about unknown words in a text.
I can recognize and name all lower and upper-case letters.
I can understand and ask questions.
I can read some sight words. / Sample Strategies, Products, and Assessments (Formative and Summative*)
Practice saying sentences with who, what, where, when, why and how.
Read along with an adult as they read a book aloud. Skip words to see if students can say the word
Act out the shapes of letters.
Say nursery rhymes aloud and talk about the moral and characters.
Chant the alphabet daily for fluency.
Play Go Fish with sight word cards.
*Make an ABC book drawing a picture for each letter.
*Take DIBELS or other Oral Reading Fluency test to determine the number of letters read per minute.
HeadSprout
Academic Vocabulary/Key Terms
Vowel, long sound, short sound, front cover, back cover, title page, character, setting, main idea, noun, verb, clarify, Question mark, Key Details, Retell Important Details, Unimportant Details, Story Map,
Characters, Setting, Events, Conflict, Main Idea, Compare and Contrast, Dictionary, Synonym, Context Clues types of text (storybook, poetry) stanza, paragraphs, rhyme,Verse, author, illustrator, illustrations, questions, who, where, why, predictions, key events, what, when, how, topic, retell, Informational text connections, ideas, information, dictionary, clues,(left, right, top, bottom page)
Words, letters, sequence, recognize, spoken words, letters, written, sequence words, sentences, print features,recognize name, letters, uppercase, lowercase, drawing, dictating, writing left-to-right- (pattern of writing) opinion topics, Informative, explanatory, topic information, facts, examples, listen, speak, agree, conversation, peer, adult, diverse, confirm, understand, information orally, media, clarification
Suggested Resources (Texts, Art, Music, Media)
Nursery Rhymes, classroom library books, big books, children’s songs, music videos for children, flash cards for letter sound/picture correspondence.
Little Bear, Are You My Mother, Green Eggs and Ham, Frog and Toad Together, Pancakes for Breakfast,
Mix a Pancake, Poem by Langston Hughes, Wouldn’t You?, By Myself, The Wonderful Wizard of Oz, Mr. Popper’s Penguins, Lon Po Po: A Red Riding Hood Story from China, The Owl and the Pussycat, Truck
Eduplace for Houghton Mifflin
Waltke’s World for Scott Foresman Reading Street
Thinkfinity
Learnzillion.com
Hippocampus.com
ELA Grade: Kindergarten Focus TWO Suggested Time Frame: 2nd Nine Weeks
Standards (What should students learn?)
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.5 Recognize common types of texts (e.g., storybooks, poems).
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.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  1. Recognize and produce rhyming words.
  2. Count, pronounce, blend, and segment syllables in spoken words.
  3. Blend and segment onsets and rimes of single-syllable spoken words.
  4. 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/.)
  5. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
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. 5 With guidance and support from adults, respond to question and suggestions from peers and add details to strengthen writing as needed.
SL.K.4 Described familiar people, places, things and events and, with prompting and support, provide additional detail.
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog,dogs;wish,wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. Capitalize the first word in a sentence and the pronoun.
  2. Recognize and name end punctuation.
  3. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
  4. Spell simple words phonetically, drawing on knowledge of sound-letter relationship.
L.K. 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.*
b. Recognize and observe differences between the conventions of spoken and written standard English.
Sample Learning Targets (Sample)
I can name the author and illustrator of a book.
I can name rhyming words.
I can sound out CVC words.
I can add s or es to make plural words.
I can punctuate the end of a sentence. / Sample Strategies, Products, and Assessments (Formative and Summative*)
Students will read nonsense words like sim, lut, zug, oc
Students match pictures to a rhyming word.
*Students make plural nouns adding s and es.
*Students circle the rhyming words in a nursery rhyme.
*Write consonant beginning of words read aloud
Read poetry aloud in a chant.
Listen to questions and exclamations read aloud and tell what punctuation is needed.
Describe familiar people, places or things using details.
Web sites for children’s poetry.
Academic Vocabulary/Key Terms
Author, illustrator, segment, punctuate, period, question mark, exclamation mark, consonant, CVC words, silent e, magic e words, illustrations, pictures
Story, syllable sounds(phonemes), rhyming,
blend(blending), segment(segmenting),initial consonant sound, vowel sound, final consonant sound,
consonant-vowel-consonant (CVCwords), substitute, add sounds(phonemes), one-syllable word, drawing dictating event, examples, details, cause/effect, order of events (beginning, middle, end) left-to-right pattern of writing
Suggested Resources (Texts, Art, Music, Media
Books of poetry for children, Picture cards of rhyming words, Children’s song web sites, SmartBoard, Ipad, List of nonsense words.
As I Was Going to St. Ives, Singing-Time, Halfway Down, Drinking Fountain, Laughing Boy, Covers, It Fell in the City, Over In the Meadow.
Eduplace for Houghton Mifflin
Waltke’s World for Scott Foresman Reading Street
Thinkfinity
Learnzillion.com
Hippocampus.com
ELA Grade Kindergarten FOCUS THREE Suggested Time Frame: 3rd Nine Weeks
Standards (What should students learn?)
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).
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).
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
  1. Demonstrate basic knowledge of one-to-one letter-sound-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
  2. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
  3. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  4. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Sample Learning Targets
I can use the pictures to tell the meaning of the story.
I can sound out a word.
I can read some sight words.