KINDERGARTEN-Language Arts-CCSS: Unpacking and Mapthe Standards

Common Core State Standard / Concepts and Skills students must learn? / What materials and resources will you utilize? / When will you teach the concepts and skills? / Assessment
K.RF.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 / a. Journal, big books, read aloud, RM arrow ,
Math Meeting
b. Journal, big books,
read aloud, RM arrow,
Math Meeting, Write Source
c. finger space, journal, handwriting sheets, name writing
d. alphabet chart, alphabet books, alphabet name tags, morning work, computer resources, flashcards, math meeting /
  1. Daily
  1. Daily
  1. Daily
  1. Daily
1st 0-10
2nd 11-14
3rd 15-19
4th 20-26 / FORMATIVE:
Observation
Mastery Tests
  1. SUMMATIVE:
Teacher given quarterly assessments
Easy CBM
K.RF.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Continued:
K.RF. 2Demonstrate understanding of spoken words, syllables, and sounds (phonemes). /
  1. Recognize and produce rhyming words.
  1. Count, pronounce, blend, and segment syllables in spoken words.
  2. Blend and segment onsets and rimes of single-syllable spoken words.
  1. 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. /
  1. Dr. Seuss, Nursery Rhymes, songs, RM,
word families, matching cards, puzzles
  1. See link below
  2. RM, word families, phonics books, McGraw Hill( not @ACH)
  1. RM, word families, journal, dictation
  1. RM, word families, phonics books
/
  1. Monthly
  1. 3rd &4th
  2. 2nd
3rd
4th
  1. 2nd
3rd
4th
  1. 2nd
3rd
4th / FORMATIVE: worksheets accuracy
SUMMATIVE:
Teacher given quarterly assessment
Easy CBM
FORMATIVE:
Observation
Oral
SUMMATIVE:
Mastery Tests
(every 5 lessons)
K.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words.
Continued:
K.RF.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. /
  1. journals, free write, RM, McGraw Hill, phonics books, dictation, zoo-phonics
  1. NEED RESOURCES
c. RM, phonics, flashcards, bingo, sight word books, pencil/paper, color words-morning work, computer based activities, heart words
d. RM, word families, phonics books, Write Source /
  1. Daily
  1. 4th
  1. Daily
  1. 2nd
3rd
4th / FORMATIVE:
Oral
Observation
SUMMATIVE:
Teacher given quarterly assessments
FORMATIVE:
Observation
SUMMATIVE:
Teacher given quarterly assessment
FORMATIVE:
Observation
Oral
SUMMATIVE:
Teacher given quarterly assessments.
(25)the, I, to, a, is, my, go, me, like, on, in, so, we, it, and, up, at, see, he, do you, an, can, no, am
(11) red, blue, orange, yellow, green, purple, black, brown, pink, gray, white
d.FORMATIVE:
Oral
Observation
SUMMATIVE:
RM every 5 lessons
.K.RF.4
Read emergent-reader texts with purpose and understanding. / Decoding text / McGraw Hill level books (not available @ACH)
Bob Books, Mac and Tab,
Sunshine Books, / 3rd
4th / FORMATIVE:
Oral
Literature:
KEY IDEAS and DETAILS
Continued
Literature:
KEY IDEAS and DETAILS / K.RL.1
With prompting and support, ask and answer questions about key details in a text.
K.RL.2
With prompting and support, retell familiar stories, including key details.
K.RL.3
With prompting and support, identify characters, settings, and major events in a story / Read alouds, RM, Library
Read aloud, paper/pencil, cut/paste

commonCore&page=commonCoreBrowse
Read aloud, RM, McGraw Hill, Bob Books, Sunshine Books, Library / Daily
Weekly
Weekly / FORMATIVE:
Oral
FORMATIVE:
Oral
SUMMATIVE:
Teacher given quarterly assessments
Literature:
CRAFT and STRUCTURE / K.RL.4
Ask and answer questions about unknown words in a text.
K.RL.5
Recognize common types of texts (e.g., storybooks, poems).
K.RL.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. / Read alouds, RM, Avenues, Library
Read alouds, Avenues, Nellie Edge, Library
Read alouds, Library / Daily
Weekly
Daily / FORMATIVE:
Oral
Observation
Oral
Literature
INTEGRATION of KNOWLEDGE and IDEAS / K.RL.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).
K.RL.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. / Read alouds, RM, centers, Avenues, Write Source, Library
Read alouds,
RM stories / Weekly
Weekly / FORMATIVE:
Oral
Observation
FORMATIVE:
Oral
Observation
Literature
RANGE OF READING and TEXT COMPLEXITY / K.RL.10
Actively engage in group reading activities with purpose and understanding. / Read alouds, RM, Avenues, Library / Daily / FORMATIVE:
Oral
Observation
Informational Text
KEY IDEAS and DETAIL / K.RI.1
With prompting and support, ask and answer questions about key details in a text.
K.RI.2
With prompting and support, identify the main topic and retell key details of a text.
K.RI.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. / Read aloud, paper/pencil, cut/paste, centers/theme, Avenues, Weekly Readers, Library
Read aloud, paper/pencil, cut/paste, centers/thematic, Avenues, Weekly Readers, Library
Read aloud, centers/thematic unit, Avenues / Weekly / FORMATIVE:
Oral
Observation
Informational Text
CRAFT and STRUCTURE / K.RI.4
With prompting and support, ask and answer questions about unknown words in a text.
K.RI.5
Identify the front cover, back cover, and title page of a book.
K.RI.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. / Non-fiction read aloud, center/thematic unit, library
Core Curriculum does not offer any resources.
Read aloud, library
Read aloud, library / Weekly
Bi-monthly
Bi-monthly / FORMATIVE:
Observation
Oral
SUMMATIVE:
Teacher given quarterly assessments
Informational Text
Integration of Knowledge and Ideas
Informational Text
Integration of Knowledge and Ideas / K.RI.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).
K.RI.8
With prompting and support, identify the reasons an author gives to support points in a text.
K.RI.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). / Read alouds, centers/thematic units, Avenues, Write Source, Library, cut/paste, paper & pencil
Read alouds, centers/thematic units, Avenues, Write Source, Library, cut/paste, paper & pencil
Read alouds, center/thematic units / 2nd
3rd
4th
2nd
3rd
4th
2nd
3rd
4th / FORMATIVE:
Oral
Observation
FORMATIVE:
Oral
Observation
Informational Text
RANGE OF READING and TEXT COMPLEXITY / K.RI.10
Actively engage in group reading activities with purpose and understanding. / Read alouds, center/thematic units, Avenues, Library / Weekly / FORMATIVE:
Oral
Observation
Writing
TEXT TYPE and PURPOSES
Continued: Writing
TEXT TYPE and PURPOSES / K.W.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 . . .).
K.W.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.
K.W.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. / Write Source, Journals, 4-square, thematic units, Kid Writing, Avenues
Memory Books
Write Source, Journals, 4-square, thematic units, Kid Writing, Avenues
Journal, Write Source / 2nd
3rd
4th
1st
2nd
3rd
4th
1st
2nd
3rd
4th / FORMATIVE:
Observation
FORMATIVE:
Observation
SUMMATIVE:
Writing samples used for Rubric/Report Cards
FORMATIVE:
Observation
SUMMATIVE:
Writing samples used for Rubric/Report Cards
Writing
PRODUCTION and DISTRIBUTION of Writing / K.W.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
K.W.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. / Journal, Write Source
Journal, Write Source, Tech Buddies / Daily
4th / FORMATIVE:
Observation
FORMATIVE:
Observation
Final Product
Writing
RESEARCH TO BUILD and PRESENT KNOWLEDGE / K.W.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
K.W.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / Read alouds, center/ thematic unit
Journal / 1st
2nd
3rd
4th
1st
2nd
3rd
4th / FORMATIVE:
Oral
Observation
FORMATIVE:
Observation
Language
CONVENTIONS of STANDARD ENGLISH
Continued: Language
CONVENTIONS of STANDARD ENGLISH
Continued: Language
CONVENTIONS of STANDARD ENGLISH / K.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Print many upper- and lowercase letters.
  1. Use frequently occurring nouns and verbs.
  1. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
  1. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
  1. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
  1. Produce and expand complete sentences in shared language activities.
K.L.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 I.
  1. Recognize and name end punctuation.
  1. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
  1. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
/ DAILY
  1. Name writing, journal, Write Source, RM-(with modified take-homes done by teachers)
  1. RM, Write Source, Saxon Math, Avenues
  1. RM, Write, Source, Saxon Math, Avenues
d. Read Aloud, RM, Write Source, Journal, Share Time, Avenues
e.Read Aloud, RM, Journal, Write Source, Share Time, Avenues, Saxon Math
f.Read Aloud, RM, Journal, Write Source, Share Time, Avenues, Saxon Math
DAILY
a. RM (teacher modified)
Write Source, Journals, Avenues
b. RM, read aloud, Write Source, Emergent Reader Books
c.Phonics books, Zoo phonics books, RM, McGraw Hill, Journal
d.Phonics books, RM, Journal, Nellie Edge, Dictation, center/thematic units, spelling tests / a.
1st
2nd
3rd
4th
Daily
Daily
Daily
Daily
Daily
a.Daily
3rd
4th
c. Daily
d. Daily / FORMATIVE:
Observation
SUMMATIVE:
Teacher given quarterly assessments
Observation
Oral
FORMATIVE:
Observation
Oral
FORMATIVE:
Observation
Oral
FORMATIVE:
Observation
Oral
FORMATIVE:
Observation
FORMATIVE:
Observation
SUMMATIVE:
Writing Samples
FORMATIVE:
Observation
FORMATIVE:
Observation
Language
VOCABULARY ACQUISITION and USE / K.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
  1. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. / a.RM (teacher modified), read alouds, Saxon math, library
b. NEED RESOURCES / Weekly / FORMATIVE:
Observation
Oral
Continued: Language
VOCABULARY ACQUISITION and USE / K.L.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
  1. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
  1. Demonstrateunderstanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
  1. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
  1. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
/ a. Avenues, Saxon Math, Morning work, free choice, paper/pencil, centers/thematic units
b. paper/pencil, cut/paste, Nellie Edge, Write Source, puzzles, books, matching
c. Journal, Read alouds, centers/thematic units, Avenues, Sunshine Books
d. Avenues, P.E. , music, songs / Weekly
Monthly
Daily
Weekly / FORMATIVE:
Observation
FORMATIVE:
Observation
Oral
FORMATIVE:
Observation
Oral
FORMATIVE:
Observation
Oral
Language
VOCABULARY ACQUISITION and USE / K.L.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts. / ALL PROGRAMS & CURRICULUM / Daily / FORMATIVE:
Observation
Oral
Speaking and Listening
COMPREHENSION and COLLOBORATION / K.SL.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).
  1. Continue conversations through multiple exchanges.
K.SL.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.
K.SL.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. / a.Read alouds, sharing, Saxon Math, class discussions / Daily / FORMATIVE:
Observation
Oral