C.S. 57X Literacy Curriculum Map Essential Question: How am I a part of the community? DRAFT Grade K
2005-2006 / September / October / November / December / January / February / March / April / May / June
Theme/Focus
Big Idea/
Genre / Launching and Building Skills and Strategies for the Workshops / Personal Narratives / Small Moments;
Readers and Writers Notice and Use Text Structures and Print When Reading and Writing / Building Reading & Writing Strategies; Readers and Writers Notice and Use Text Structures and Print When Reading and Writing / Authors As Mentors;
Readers and Writers Apply Learned Strategies to Construct Meaning / Learning to Access Information;
Readers and Writers Apply Learned Strategies to Construct Meaning;
Readers and Writers Discuss what They Read and Write / Learning to Express Ourselves in Different Ways; Readers and Writers Apply Strategies to Deepen Understandings / Exploring Fictional Stories; Readers and Writers Use Skills and Strategies Independently / Looking Back and Forward; Readers and Writers Reflect on Growth
Social Studies Units of Study / Myself and Others
My Family and Other Families / My School and School Community / My Neighborhood / Rights, Roles and Responsibilities as Citizens / Symbols of Citizenship / Basic Human Needs and Wants;
Community Helpers / People Helping One Another to Meet Needs and Wants;
Transportation / People Making and Changing Rules and Laws / People Making Rules that Involve Consideration of Others for the Health and Safety of All / Location of Home, School, and Community on Maps
4Rs / Building Community / Listening / Feelings / Assertiveness / Problem Solving / Diversity / Making a Difference
*** Bolded items are intended to be on-going throughout the school-year. *** *** Bolded items are intended to be on-going throughout the school-year. ***
2005-2006 / September / October / November / December / January / February / March / April / May / June
Reading
Primary Literacy
Standards
Standard 1: Reading Habits
Standard 2: Getting the Meaning
Standard 3: Print-Sound Code / Reading
  • Establish routines
  • Develop concepts of print (book handling, left-to-right directionality, difference between text and illustrations)
  • Develop motivation to read with predictable text and real-world applications
  • Provide daily opportunities for read-aloud, shared reading, book browsing, and independent “reading”
  • Making inferences
  • Comparing and contrasting
  • Making predictions
Social Studies
Standards 5: Civics, Citizenship and Government
Content Understandings:
  • How do humans change over time?
  • How do humans stay the same?
  • How are we different or similar from/to each other?
  • How is my family different than yours?
/ Reading
  • Establish routines
  • Develop concepts of print (book handling, left-to-right directionality, difference between text and illustrations)
  • Develop motivation to read with predictable text and real-world applications
  • Provide daily opportunities for read-aloud, shared reading, book browsing, and independent “reading”
  • Classifying
  • Comparing and contrasting
Social Studies
Standards 5: Civics, Citizenship and Government
Content Understandings:
  • What is a community?
  • What is a school?
  • What is the name of my school?
  • Who’s who at the school?
  • Who does what at the school?
  • What are the rules at home, school, and on the playground?
  • How are the rules similar and/or different?
/ Reading
  • Reread familiar texts
  • Use illustrations to construct meaning from books
  • Use letter/sound relationships to decode words
  • Use text to construct meaning
  • Use prior knowledge before reading.
  • Comparing and contrasting
  • Identifying and locating
Social Studies
Standards 3: Geography
Content Understandings:
  • What is a neighborhood?
  • Where do you live?
  • Who does what in a neighborhood?
  • How are our neighborhoods different and alike?
/ Reading
  • Focus on comprehension strategies: making connections and predictions; using prior knowledge; thinking and talking about text; rereading for meaning.
  • Visualization: identification on descriptive words
  • Track print: one-to-one matching of words
  • Use letter/sound relationships, illustrations and concepts of print.
  • Recognize sight words
  • Identifying and locating
  • Comparing and contrasting
Social Studies
Standards 5: Civics, Citizenship and Government
  • Content Understandings:
  • What is a good citizen?
  • What are appropriate and inappropriate behaviors for children and adults?
  • What are some responsibilities of good citizens? (raise hand, share, put away items)
  • What is similar to or different from jobs at home?
/ Reading
  • Read appropriately leveled texts with attention to print
  • Use appropriate print strategies based on reading level
  • Discover and name patterns in text and use to aid comprehension Compare and contrast books and characters
  • Orient oneself to a text: predict, picture walks, title and prior knowledge
  • Use text evidence to support one’s thinking
  • Problem and solution
  • Comparing and contrasting
Social Studies
Standards 5: Civics, Citizenship and Government
Content Understandings
  • What is the United States Flag?
  • What other ways can we represent citizenship?
  • What is a citizen?
  • What are the qualities of a citizen?
  • What are some of the country’s national holidays?
/ Reading
  • Read appropriately leveled texts with attention to print
  • Use appropriate print strategies based on reading level
  • Discover and name patterns in text and use to aid comprehension Compare and contrast books and characters
  • Orient oneself to a text: predict, picture walks, title and prior knowledge
  • Use text evidence to support one’s thinking
  • Categorizing and identifying
Social Studies
Standards 4: Economics
Content Understandings:
  • What is a need?
  • What is a want?
  • What are the similarities/differences between the two?
  • Why is money important in life?
  • What do we need money for?
  • What do we want money for?
Reading March
Review print and comprehension strategies
Strengthen partnerships for book talks: student to teacher and teacher to student
Partner questions partner
Use talk to deepen thinking about a topic
Make text-to-text connections
Monitor for meaning
Identification of similarities and differences
Social Studies
Standards 4: Economics
  • Content Understandings:
  • What types of transportation meet the needs and wants of people? (garbage truck, milk delivery, etc.)
  • Who fills our needs for us?
  • What do we do when a need has to be filled?
  • Who fills our wants?
/ Reading
  • Partners practice reading leveled texts for fluency
  • Rereading with a purpose in mind
  • Retelling with beginning, middle and end
  • Synthesize information in text
  • Determine the important parts of the text
  • Compare and contrast
Social Studies
Standards 5: Civics, Citizenship and Government
  • Content Understandings:
  • Why do we have laws or rules?
  • Who are the people who make the laws?
  • What are the causes of laws?
  • What are the effects or consequences of not following the laws?
/ Reading
  • Make personal connection with text
  • Read with fluency, phrasing, intonation, and expression
  • Make use of all 3 cueing systems: semantic, syntactic, and graphophonic to support phrasing and fluency
  • Read with expression that reflects the tone of the text
  • Identification: cause and effect
Social Studies
Standards 5: Civics, Citizenship and Government
  • Content Understandings:
  • What are some tools that keep us safe? (seat belts, life vests)
  • What are the differences between the people who make rules to keep us safe? (firemen, police)
/ Reading
  • Looking back over growth and change in reading to think about reading identity
  • Revisiting old favorites
  • Ability to choose a “just right” book
  • Independent use of strategies A culminating celebration of ourselves as readers
  • Planning summer reading
  • Compare and contrast
  • Identify
Social Studies
Standards 3: Geography
Content Understandings:
  • Where is there water near our community?
  • Where is there a mountain range?
  • How do I find the US on a map (New York and my local community)?
  • How is a forest environment different than the one I live in or a zoo?

Writing

Primary Literacy Standards
Standard1: Habits and Processes
Standard 2: Purposes and Resulting Genres
Standard 3: Language Use and Conventions / Writing
Launching the Writers’ Workshop
  • Establishing routines to work independently in a writing workshop
  • Using writing tools, spelling approximations, pictures, and stretching and writing words.
  • Use drawings, letter strings, scribbles, letter approximations, other graphic representations, and inventive spelling to convey messages.
  • Use print sources: word wall, environmental print, books, posters, etc.
  • Provide daily opportunities for modeled writing to show that writing serves a purpose (labeling the room, environmental print, labeling drawings and books, morning message, interactive writing, etc.)
  • Provide daily opportunities for students to “write” independently
  • Provide opportunities for students to tell stories as a pre-writing activity.
  • Portfolio: Pictures, Letters, drawings, scribbles, telling a story.
/ Writing
Personal Narrative
  • Establishing routines to work independently in a writing workshop
  • Use drawings, letter strings, scribbles, letter approximations, other graphic representations, and inventive spelling to convey messages.
  • Use print sources: word wall, environmental print, books, posters, etc.
  • Provide daily opportunities for modeled writing to show that writing serves a purpose (labeling the room, environmental print, labeling drawings and books, morning message, interactive writing, etc.)
  • Provide daily opportunities for students to “write” independently
  • Provide opportunities for students to tell stories as a pre-writing activity.
  • Generating true stories from their lives
  • Involves labeling with initial and final letters
  • Portfolio: Pictures, letters, drawings, scribbles, telling a story
  • Discussing with partners their story plan/format
/ Writing
Small Moments
  • Plan student “writing” using oral “pre-writing”
  • Drawing/”writing” a sequenced story
  • Illustrations support text
  • Focus on letter/sound relationships to approximate words, phrases, and/or sentences
  • Provide opportunities for realistic writing, narrative writing and illustrations
  • Children focus on telling stories to established partners.
  • Move from writing labels to writing sentences using high-frequency words, word walls, spelling approximations.
  • Add details and edit.
  • Write sentences.
  • Portfolio: I can…
/ Writing
Writing for Readers: Teaching Skills and Strategies
  • Children write so peers can read what they have written.
  • Use descriptive words.
  • Add details
  • Use of invented spelling to write sentences: use at least one or two letters (especially initial consonants) to represent words
  • Incorporate sight words into writing
  • Incorporate spacing between words
  • Portfolio: Use words and phrases from classroom charts and labels to add to writing.
/ Writing
  • Writers write for many different purposes throughout the day and across the globe.
  • Children develop understanding that print conveys a message.
  • Use story language
  • Teach students to notice craft techniques
  • Teach revision to improve writing
  • Develop a plan for revision through shared and modeled writing
  • Develop a plan for editing through shared and modeled writing (e.g., punctuation)
  • Teach features of grammar: captions, labels, illustrations
  • Use more sight words to write complete sentences
  • Children examine readable/unreadable writing
  • Use resources in classroom to build repertoire for tricky words
  • Incorporate more sight words into their stories
  • Portfolio: Tell a made-up story.
/ Writing Feb
Nonfiction- Informational Writing
  • Students explore procedural writing to teach to readers how to do something.
  • Informational writing: how to teach all about one topic. Use story language
  • Teach students to notice craft techniques
  • Teach revision to improve writing
  • Develop a plan for revision through shared and modeled writing
  • Develop a plan for editing through shared and modeled writing (e.g., punctuation)
  • Teach features of grammar: captions, labels, illustrations
  • Use more sight words to write complete sentences
  • Portfolio: Tell about events in the order that they happened
Writing March
Nonfiction writing – Writing All About Books
  • Writing centers on one topic
  • Children publish books about a topic of their choice with expertise.
  • Continue planning for writing by talking to a partner
  • Read writing to partner and revise for meaning
  • Sustain a longer period of engagement
  • Make choices about writing materials
  • Portfolio: Share an experience or event
/ Writing
Poetry
  • Writers create clear images with precise and colorful language
  • Writers will use metaphors and similes to illustrate feelings/meaning behind their poems.
  • Plan out, extend, and reorganize sections of writing
  • Develop a sense of story with beginning, middle and end
  • Choose texts to support structures and features in your writing
  • Student displays increased use of independent strategies during interactive writing
  • Portfolio: Tell about events in the order that they happened/Tell how to do something
/ Writing
Authors as Mentors
  • Re-read own writing
  • Find alternative ways to express ideas
  • Use descriptive language
  • Write longer pieces
  • Edit and revise
  • Increase use of sentence structure.
  • Take risks with spelling and writing unfamiliar words
  • Revise earlier pieces of writing by re-examining artifacts they have written about, adding details, cutting, stapling, re-sequencing
  • Use rationale for revising a draft
  • By illustrating what strategies mentor authors have used to make their writing detailed and unified, children will start to apply what they learned to their own writing:
  • Graphic organizers
  • Stretching small moments
  • Revisiting text to gain deeper understanding of the writer’s traits
  • Portfolio: Communicating information to others
/ Writing
“Living the Writerly Life”
  • Writers plan and choose their writing
  • Looking back over growth and change in writing to think about writing identity
  • Independent use of classroom resources
  • Celebration of writers (published pieces)
  • Making plans for summer writing
  • Children continue to emulate authors in ways that matter
  • Children explore different kinds of writing independently
  • Review and practice revision strategies
  • Prepare their pieces for publication and celebration
  • Portfolio: Tell what they think about a book.

Speaking and Listening
Speaking and Listening Standards
Standard 1: Habits
Standard 2: Kinds of Talk and Resulting Genres
Standard 3: Language Use and Conventions / Listening/Speaking
  • Children develop metacognitive skills
  • Retell stories to develop oral language
  • Provide daily opportunities for students to listen and speak in whole group, small group, 1-to-1 conversations with peers and teacher.
  • Provide opportunities for students to talk with partners (turn and talk)
  • Participate in oral language games
  • Learn and recite chants and rhymes
/ Listening/Speaking
  • Children develop metacognitive skills
  • Retell stories to develop oral language
  • Provide daily opportunities for students to listen and speak in whole group, small group, 1-to-1 conversations with peers and teacher.
  • Provide opportunities for students to talk with partners (turn and talk)
  • Participate in oral language games
  • Learn and recite chants and rhymes
/ Listening/Speaking
  • Practice procedures and routines for turn taking in groups
  • Orally share a sequenced experience or event
  • Teach how to tell a made-up story
  • Share ideas about a book
  • Teach how to do something
  • Children listen as others celebrate their published writing.
/ Listening/Speaking
  • Partner talk as a means of reflection for developing their own understandings.
  • Talk to partners while practicing comprehension strategies.
  • Teach to dramatize/role play familiar stories.
  • Listen to stories on tape.
/ Listening/
Speaking
  • Review and practice partnership and turn taking
  • Conversations center on a particular topic or book
  • Talk becomes more focused and purposeful
  • Use learned vocabulary in discussions.
/ Listening/Speaking
  • Children listen to their partners’ stories for clarity.
  • Review and practice partnership and turn taking
  • Conversations center on a particular topic or book
  • Talk becomes more focused and purposeful
  • Use learned vocabulary in discussions
  • Students ask or answer focus questions for the purpose of gaining understanding
  • Conversing at length on a topic
/ Listening/Speaking
  • Continue focused topic conversations
  • Practice listening attentively to peers
  • Retell stories using story structure (beginning, middle, end)
  • Students sustain a conversation for deeper understanding
/ Listening/Speaking
  • Encourage use of independent experiences to make sense of and talk about text
  • Plan student oral presentations
  • Listen carefully and respond to questions
  • Provide opportunities for students to ask for clarifications
/ Listening/Speaking
  • Students read each others’ work to develop fluency
  • Foster independent use of learned vocabulary to discuss books read
  • Student oral presentations

2005-2006 / September / October / November / December / January / February / March / April / May / June
Word Study / Word Study
  • Recognize and learn names
  • Explore, recognize and learn letters
  • Key Theme terms
  • Familiar words
  • Writing letters
  • Initial letter sounds
  • Phonemic awareness (songs, rhymes, books)
/ Word Study
  • Recognize and learn names
  • Explore, recognize and learn letters
  • Key Theme terms
  • Initial letter sounds
  • Writing ABCs
  • Concepts of print
  • ECLAS sight words
  • Syllables
Phonemic awareness (songs, rhymes, books) / Word Study
  • Connect names to environmental print
  • Use letter sound analysis in writing
  • Clap syllables
  • Hear beginning sounds
  • Make letters and letter forms.
  • Key Theme terms
  • Identifying first and last sounds
  • Continue to make and form letters
/ Word Study
  • Segmenting
  • Blending first and last sounds
  • Key Theme terms
  • Hear and recognize first and last letters and sounds in words
  • Connect beginning sounds and letters
  • Build bank of high frequency words
/ Word Study
  • Word families
  • Key Theme terms
  • ECLAS sight words
  • Recognize words patterns (i.e., word families and rhyming words)
  • Build words using known phonograms (/at, /an)
  • Vowel sounds (short)
  • Connect word study words to the word wall
  • Build sight word vocabulary (100 most frequently used sight words)
/ Word Study Feb