Kindergarten Curriculum Map 2011-2012

Literacy

Quarter 1 8/17/11-10/14/11

Common Core Unit 1-6 week unit 8/17/11-9/23/11
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.K.R.F.1
Print concepts:
Demonstrate understanding of the organization and basic features of print.
*Will be taught with CC.K.R.F.1.b;CC.K.R.F.1.d / *I will demonstrate an understanding of the basic
features of print. /
  • name chart, magnetic letters
  • Reading Foundational Skills Reference pg. 1
  • Reading Foundations: A Pacing Guide for Reading Instruction (Kindergarten, Units1-3)
/ demonstrate features
print
CC.K.R.F.1.b
Print Concepts:
Recognize that spoken words are represented in written language by specific sequences of letters. (A) / *I will recognize that letters in a specific order makea word. /
  • Reading Foundational
Skills Reference pg. 1
  • Reading Foundations: A Pacing Guide for Reading Instruction (Kindergarten, Units1-3)
/ recognize specific
CC.K.R.F.1.d
Print Concepts:
Recognize and name all upper– and lowercase letters of the alphabet. (O) (A) / *I will recognize and name at least 13 upper and
lowercase letters of the alphabet.
1st quarter 2nd quarter 3rd quarter 4th quarter
13 or more 26 or more 40 or more 54 (all)
*including fancy aand g /
  • Phonetic Connections Red Folder Lessons: 1-50
  • Reading Foundational Skills Reference pg. 1
  • Reading Foundations: A Pacing Guide for Reading Instruction (Kindergarten, Units1-3)
/ recognize
uppercase
lowercase
Common Core Unit 1-6 week unit 8/17/11-9/23/11
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.K.R.F.2
Phonological Awareness:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). / *I will demonstrate an understanding of spoken
words.
*I will demonstrate an understanding of syllables.
*I will demonstrate an understanding of sounds. /
  • Phonetic Connections,
phonics games
  • Reading Foundational Skills Reference pg. 2
  • Reading Foundations: A Pacing Guide for Reading Instruction (Kindergarten, Units1-3)
/ demonstrate syllables phonemes
CC.K.R.F.2.a
Phonological Awareness:
Recognize and produce rhyming words. (A) / *I will recognize rhyming words.
*I will produce rhyming words. /
  • Recognize rhyming words: Red Folder Lessons:1-11, 13, 15, 16, 21, 24, 27, 34, 38; Purple: Units: 1-16; Produce rhyming words: 25, 26, 31, 32, 33, 36, 41, and 46; Purple: Units:7-16
  • Reading Foundational Skills Reference pg. 2
  • Reading Foundations: A Pacing Guide for Reading Instruction (Kindergarten, Units1-3)
/ recognize rhyming produce
Common Core Unit 1-6 week unit 8/17/11-9/23/11
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.K.R.F.3.c
Phonics and Word Recognition:
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do does). (O) (A) / *I will read high-frequency words by sight. (4 or more)
1st quarter 2nd quarter 3rd quarter 4th quarter
4 or more 9 or more 19 or more 25 or more /
  • District High-Frequency Word List
  • Phonetic Connections Purple Units: 6-22 and 25: Days 1, 2, 3, 4, and 5: Sight Words section
  • Reading Foundational Skills Reference pg.3
  • Reading Foundations:
A Pacing Guide for Reading Instruction (Kindergarten, Units1-3) / high-frequency words
CC.K.R.I.4
Craft and Structure:
With prompting and support, ask and answer questions about unknown words in a text. / *I will ask questions about unknown words in a text.
*I will answer questions about unknown words in a
text. /
  • real aloud texts, shared reading texts
/ text
CC.K.R.I.5
Craft and Structure:
Identify the front cover, back cover, and title page of a book. (A) / *I will identify the front cover of a book.
*I will identify the back cover of a book.
*I will identify the title page of a book. /
  • read aloud texts, shared reading texts, library books
/ identify
title page
CC.K.R.I.6
Craft and Structure:
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. / *I will name the author of a text.
*I will define the role of the author.
*I will name the illustrator of a text.
*I will define the role of the illustrator. /
  • read aloud texts, shared reading texts, library books
/ author
text
role
illustrator
CC.K.R.L.5
Craft and Structure:
Recognize common types of texts (e.g., storybooks,
poems). / *I will recognize common types of text. / / recognize
text
Common Core Unit 1-6 week unit 8/17/11-9/23/11
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.K.SL.1
Comprehension and Collaboration:
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (O: taught in Unit 2) / *I will participate in conversations with peers and
adults. /
  • role-play games, asking and answering questions about text, story starters
/ participate conversations
CC.K.SL.1.a
Comprehension and Collaboration:
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). / *I will follow procedures for discussions. /
  • co-constructed class charts
/ procedures discussions
CC.K.L.1.a
Conventions of Standard English:
Print many upper- and lowercase letters. (O) (A) / *I will print uppercase letters.
*I will print lowercase letters. (13 or more)
1st quarter 2nd quarter 3rd quarter 4th quarter 13 or more 26 or more 40 or more 52 (all) /
  • Phonetic Connections Red Folder Lessons
1-50: Letter name
Identification/
Formation section / uppercase lowercase
CC.K.L.5
Vocabulary Acquisition and Use:
With guidance and support from adults, explore word relationships and nuances in word meanings. / *I will show that I understand word relationships.
*I will show that I understand differences word meanings. /
  • Phonetic Connections, word sorts, phonics games
/ explore relationships nuances
CC.K.L.5.a
Vocabulary Acquisition and Use:
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. / *I will sort common objects into categories. /
  • kenned y-center.org/content/3803/
  • Word Journeys
  • Words Their Way
/ sort
categories
Common Core Unit 1-6 week unit 8/17/11-9/23/11
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.K.L.5.b
Vocabulary Acquisition and Use:
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). / *I will demonstrate an understanding of common
verbs.
*I will relate common verbs to their opposites.
*I will demonstrate an understanding of common
adjectives.
*I will relate common adjectives to their opposites.
(antonyms) /
  • Phonetic Connections, word study games, word tiles (using verbs, adjectives, opposites)
/ demonstrate verbs
opposites adjectives (antonyms)
CC.K.L.5.c
Vocabulary Acquisition and Use:
Identify real-life connections between words and their use (e.g., note places at school that are colorful). / *I will identify real-life connections between words
and their use. /
  • read aloud texts, shared reading texts, poems, sentence frames
/ identify connections real-life
CC.K.W.1
Text Types and Purposes:
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…) (A) / *I will express my opinion about a topic or a book
through drawing, dictating, and writing.
*I will state my opinion about a topic or a book. /
  • Appendix C pg. 6-8
  • The student identifies a key event in their life. Students then draw and write about the event. Their stories are shared aloud and then placed in a class book with a chapter for each child.
/ opinion
topic
dictating
state

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Kindergarten Curriculum Map 2011-2012 Quarter 1 Unit 1