Grade K ELA Unit 1

Established Goals:
Standards
Reading: Literature
RL.K.1, RL.K.2, RL.K.3, RL.K.10
Reading: Informational Text
RI.K.1, RI.K.2, RI.K.5, RI.K.10
Reading: Foundational Skills
RF.K.2.a, RF.K.2b
Writing
W.K.1
Speaking & Listening
SL.K.4
Language
L.K.1.b, L.K.1.e, L.K.1.d, L.K.5.c, L.K.6
Reading Street Diagnostic Benchmark
Reading Street K.1
Reading Street Weekly Test
NJ Model Curriculum Unit 1 / Objectives
Students will be able to:
Identify Learning Outcomes
I want my students to:
● Develop and apply strategies and skills to speaking, listening, reading, writing, as well as asking and answering questions.
● Develop a sense of story structure.
● Develop an understanding of letter sounds and their use in English and Spanish. Example: A (ah) B (be) C (ce) D (de) etc…
Meaning
ENDURING UNDERSTANDING / ESSENTIAL QUESTIONS
Students will understand that…
● They can communicate in a variety of different ways: reading, speaking, drawing, writing, dramatizing, and asking and answering questions in English and Spanish.
● In a story, who relates to a character, where relates to the setting and what relates to what happened in the story. / Questions that will foster inquiry, understanding and transfer of learning.
● Why do people read?
● Why do people write?
● Why is it important to retell or share a text you have read?
Acquisition
KNOWLEDGE / SKILLS
Students will know how to… / Students will be skilled at…
● We communicate through speaking.
● We choose books for enjoyment and information.
● We use text to learn information.
● We can learn from words and pictures in texts.
● It is important to understand what I read.
● Basic text features (front cover, back cover, and title page).
● Basic story elements (characters, setting and problem).
● When to listen and when to speak.
● Authors write the book.
● Illustrators draw the pictures or take photographs for the book.
● Pictures in a story match the text.
● Words that have the same ending sound are called rhyming words.
● Words can be broken down into parts called syllables.
● We write/draw to communicate with one another, to express ideas and give information about a topic.
● We are writers.
● We can learn new words by reading.
● While reading a story or informational text, good readers make connections with self, other texts and to the world.
● Each letter has 2 symbols, (uppercase and lowercase) a name and a sound.
● Letters and sounds go together to make words.
● Words come together to make a sentence.
● Sentences have a meaning.
● You write from left to right, top to bottom.
● There is a correct way to form each letter.
● There are spaces between words.
● Some words you can sound out and some words you have to recognize by sight. / ● Retells the story orally using the characters, setting and key details.(answers questions)
● Identify the main topic of an informational text.
● Begins to recognize and make text to self, text to text, and text to world connections.
● Locate front and back cover and title page.
● Move their finger to show how to read the text correctly.
● Circle a word with their finger on a page in the leveled books.
● Identify if a book is a story or an informational text.
● Follow rules regarding when to speak and when to listen.
● Identify the author and illustrator’s role.
● Tell whether two oral words rhyme or not.
● Produce 2 rhyming words from a given oral word.
● Clap out the syllables in an oral word.
● Draw/write an opinion piece about their favorite story.
● Ask a question.
● Attempt to use new vocabulary words correctly in own speech and drawings.
● With support, students will be able to start to take risks when writing.
● Attempt to write the letters to make words.
● Can explain their drawing or writing.
● Recognize and name some uppercase and lowercase letters and some sounds.
● Recognize some sight words.
Vocabulary / Instruction and Pacing (suggested order to teach)
story, key details, retell, describe, main topic, rhyming words, syllables, story elements, character, setting, question, question words, front cover, back cover, title page, opinion, favorite, informational text, rules, connection, discuss, conversation, information, illustrator, author, illustrate, picture
Cuentos, detalles, relatar. elementos, personajes, scenario, preguntas, palabras, cubierto, página del título, opinión, favorita/o, texto informativo, reglas, conexión, discutir, conversa, información, ilustrador, autor, fotos, laminas, y dibujos. / Diagnostic – Current Reading Series / 1 week
Story Structure
Main Idea
Opinion Writing
Rhyming
Questioning
Text Connections
Story Retell / Unit 1
6 weeks
Unit Benchmark Assessment/Guided Reading Testing / 1 week
Common Misconceptions / Proper Conceptions
Everyone’s writing should look the same.
They are the only audience.
They are not real authors.
Capital and lowercase letters are interchangeable. / Use scribble writing, inventive spelling, labels to represent thoughts and ideas.
Can produce pictures that represent their oral story.
Shared writing experiences (teacher is the scribe).
Write for different audiences.
Use capitals at the beginning of sentences and important words.
Resources
Reading Street Common Core by Scott Foresmann
Reading A-Z.com Colorín Colorado.com, Abcmouse .com, MissHeidisongs.com, EnchantedLearning,Com
Alphachants/Alfarimas, Sing Along Songs/Canciones a cuentos, Sounds Like Fun songs, Nellie’sedge.com,
Phonics Street, Handwriting Without tears, Sing, Read, Write, And Spell/Cante, Lee, escribe y deletree, Scholastic.com, BilingualBusy Bee.com
Frog Street Friends, Amigos De Frog street, Jose Luis Orozco, Tesoros/Treasures, Divirtamonos Aprendiendo Hap Palmer, Keeping Healthy/Cuido Mi Salud books
Dr. Jean Literacy in Spanish and English, Youtube.com, brainpop.com, abcya.com, edhelpers.com, teachers’ pay teachers, starfall.com, abcmouse.com, Enchanted Learning, Scholastic.com, abctech.com, smart tutor.com
New Jersey Model Curriculum
ELL Resources
Scaffolding http://www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/ku1.doc
http://bilingualteacherclubhouse.blogspot.com/search/label/dual%20language
http://www.state.nj.us/education/bilingual/resources/websites/teachers.htm
http://www.hwtears.com/files/tx/spanish/Spanishwallcards.pdf
Differentiation and Accommodations
Provide graphic organizers
Provide additional examples and opportunities for additional problems for repetition
Provide tutoring opportunities
Provide retesting opportunities after remediation (up to teacher and district discretion)
Teach for mastery not test
Teaching concepts in different modalities
Adjust pace and homework assignments
Extra time, ELL charts/work sheets for vocabulary, modified quizzes, translation work sheet, step by step instructions, Word wall
Provide graphic organizers
Offer performance tasks of varied levels
Include more scaffolding questions and tasks
ELL Differentiation and Accommodations (all of the above in addition to the following)
Teach students to answer questions in the format of the test
Provide additional examples and opportunities for additional problems for repetition with visuals and manipulatives
Picture vocabulary
Picture books
Simplified language for understanding
Reader’s Theater
Modify Homework, Assignments and Assessment (can be oral if necessary)
Cooperative learning
Retell stories using props
Additional Center work focusing on alphabet and HFW
Additional Phonemic Awareness teaching and practice
Re-teach alphabet and alphabet sounds
Sentence frames with word bank and pictures
Songs
Total Physical Response
Picture word wall
Dual Language Differentiation and Accommodations (all of the above in addition to the following)
Provide writing/phonics tools such as alphabet picture sound boards in both languages.
Letter sound songs in both languages to distinguish between the languages.
Anchor charts with visuals
Picture word walls (thematic)
All tests in Spanish with visuals
Students need time to understand the rhetorical structure in English in comparison to Spanish
DLL’s- Academic vocabulary presented through visual representation.
Students need varied exposure to texts in native language to understand content.
Sentence frames/Marcos Oracionales
Gestures/Total Physical response/Movement activities
Dramatization/performance
21st Century Skills / Critical Thinking, Creative Thinking, Collaborating, Communicating, and Technology/Media Literacy and Global Awareness
Instructional Strategies / Fairfield School District recognizes the importance of the varying methodologies that may be successfully employed by teachers within the classroom and, as a result, identifies a wide variety of possible instructional strategies that may be used effectively to support student achievement. These may include, but not be limited to, strategies that fall into categories identified by the Framework for Teaching by Charlotte Danielson:
● Communicating with students
● Using questioning and discussion techniques
● Engaging students in learning
● Using assessment in instruction
● Demonstrating Flexibility and Responsiveness
Interdisciplinary Connections / ELA, Science, and Technology

Assessments

Suggested Formative Assessment
Daily independent practice
Peer Discussions
Student Portfolio
Reading/Writing Conferences
Self-Evaluations
Anecdotal Notes
Open-Ended Responses
Journal Entries
Reading Logs
Exit Tickets / Summative Assessment
Reading Street Unit 1 Benchmark
Technology Task
Reading Street Weekly Test