Sequence / Skills / Resources / Assessments / Instructional
Strategies
1. What is Community?
This module includes attachments. / Students will be able to:
With prompting and support, ask and answer questions about key details in a text. (K.RL.1)
With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories to gain a sense of the concepts the categories represent. (K.L.5a)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6)
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.2) / Extended/Short Texts:
Guess Who?, Margaret Miller
People in My Community Series, Jacqueline Laks Gorman
Multicultural Adoptions:
Quinto’s Neighborhood, Ina Cumpiano
Scholastic Bookroom Adoptions:
We Live Here, Gabriel Salzman
Electronic Resources and Alternative Media:
Teacher Resources for Quinto’s Neighborhood
Instruction:
Anchor chart understanding of community (brainstorm, web or list) / Formative Assessments:
Literature Response Journal: Quinto shares what he knows about his community. Who are people you know in your community? Student Discussion then literature response journal. / Build background knowledge(see instructional strategies attachment).
Preview and Read module selections.
Peer discussion stories: knee-to-knee partner talks; stand up, hands up, pair up (see instructional strategies attachment).
2 The Classroom Community
This module includes attachments. / Students will be able to:
With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories to gain a sense of the concepts the categories represent. (K.L.5a)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6)
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.2) / Extended/Short Texts:
My Teacher for President, Kay Winters
Scholastic Bookroom Adoptions:
School Long Ago, MindaNovek
Electronic Resources and Alternative Media:
My Teacher for President,( ,Kay Winters
Instruction:
Pen Pal writing (Seeing Communities through New Eyes attachment). / Formative Assessments:
Students will complete a Venn diagram comparing their classroom with another classroom or create a poster demonstrating how all classrooms in the world are alike despite the differences. / Preview and Read module selections.
Group discussion comparing classrooms (see instructional strategies attachment).
Pen Pal Activity(Seeing Communities through New Eyes attachment).
Visit other learning environments either physically or digitally (see instructional strategies attachment).
T-Chart the differences between classrooms (see instructional strategies attachment).
Teacher will provide each student with Venn Diagrams.
3. My Family Community
This module includes attachments. / Students will be able to:
With prompting and support, identify characters, settings, and major events in a story. (K.RL.3)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. (K.W.3)
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
d. Understand and use questions words (interrogatives) (e.g., who, what, where, when, why, how). (K.L.1d)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6) / Extended/Short Texts:
Grandfather and I, Helen E. Buckley (Harcourt Read Aloud Anthology pg. 99)
Multicultural Adoptions:
Blackout, John Rocco
Electronic Resources and Alternative Media:
Grandfather and I video
Instruction:
Following both books, journal response to Blackout and Grandfather and I. What does your family do together?
Pen Pal writing (Seeing Communities through New Eyes attachment: choose either prompt for module 3).
Revisit anchor chart from module 1: add more to the chart as the student’s understanding of community grows. / Formative Assessments:
Journal Response to Blackout: Where does this story take place? What happens 1st, next, last?
Journal Response to Grandfather and I: Who are the character’s in the story? / Preview and Read module selections(see instructional strategies attachment).
Peer discussions about families: knee-to-knee partner talks; stand up, hands up, pair up(see instructional strategies attachment).
4. Our Neighborhoods
This module includes attachments. / Students will be able to:
With prompting and support, retell familiar stories, including key details. (K.RL.2)
With prompting and support, identify characters, settings, and major events in a story. (K.RL.3)
Demonstrate understanding of the organization and basic features of print.
c. Understand that words are separated by spaces in print. (K.RF.1c)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. (K.W.3)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6) / Extended/Short Texts:
I Read Signs, Tana Hoban
Multicultural Adoptions:
Quinto’s Neighborhood, Ina Cumpiano
Electronic Resources and Alternative Media:
Show me your neighborhood
I Read Signsvideo
Instruction:
Following both books, journal response to Quinto’s Neighborhood and I Read Signs. What do neighborhoods need?
Pen Pal writing (Seeing Communities through New Eyes attachment: choose either prompt for module 4). / Summative Assessments:
After listening/reading unit selections and resources, students will write and draw a picture about their favorite place in their neighborhood. / Preview and Read module selections.
Reread with different skills focus Quinto’s Neighborhood (see instructional strategies attachment).
Peer discussion about communities: knee-to-knee partner talks; stand up, hands up, pair up (see instructional strategies attachment).
Group Discussions(see instructional strategies attachment).
Model informational/explanatory writing (see instructional strategies attachment).
5. Helping Your Community
This module includes attachments. / Students will be able to:
With prompting and support, retell familiar stories, including key details. (K.RL.2)
With prompting and support, identify characters, settings, and major events in a story. (K.RL.3)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. (K.W.3)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6) / Extended/Short Texts:
The Shoemaker and the Elves, Author unknown (Harcourt Read Aloud Anthology pp. 87-89)
Diary of a Worm, Doreen Cronin
Scholastic Bookroom Adoptions:
Farm Helpers, Matt West
Helping by Linda Johns
Instruction:
Pen Pal writing(Seeing Communities through New Eyes attachment). / Formative Assessments:
Story Ray Diary of a Worm by Doreen Cronin. Each student will be responsible for day within Worm’s diary.
Following both books, journal response to The Shoemaker and the Elves and Diary of a Worm. How do people help their community? How do I help my community? / Preview and Read module selections (see instructional strategies attachment).
Peer discussion after both stories:knee-to-knee partner talks; stand up, hands up, pair up(see instructional strategies attachment).
Group Discussion: Discuss similarities and differences when pen pal responses are returned.
Story Ray (See instructional strategies attachments)
6. Who is in My City?
This module includes attachments. / Students will be able to:
Recognize common types of texts (e.g., storybooks, poems) (K.RL.5)
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.2)
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. (K.W.3)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6) / Extended/Short Texts:
Career Day, Anne Rockwell
My Teacher for President, Kay Winters
People in My Community Series by Jacqueline Laks Gorman
Sing a Song of People, Lois Lenski (Harcourt Read Aloud Anthology p. 44)
Electronic Resources and Alternative Media:
My Teacher for President, Kay Winters
People Work Nursery Rhymes video
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People in Our Community video
Instruction:
Pen Pal writing(Seeing Communities through New Eyes attachment). / Summative Assessments:
After reading Career Day, the students will draw and write an informational/explanatory paper about what career they would like to have when they grow up and why. / Preview, Read and Reread module selections (see instructional strategies attachment).
Reread with different focus:My Teacher for President (see instructional strategies attachment).
Peer discussion about careers: knee-to-knee partner talks; stand up, hands up, pair up(see instructional strategies attachment).
Group Discussion(see instructional strategies attachment).
Model informational/explanatory writing about careers.
7. Author Study
This module includes attachments. / Students will be able to:
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). (K.L.1e)
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.7 / Extended/Short Texts:
Click, Clack, Moo: Cows that Type, Doreen Cronin
Diary of a Worm, Doreen Cronin
Duck for President, Doreen Cronin
Electronic Resources and Alternative Media:
Doreen Cronin site
(
Author Study toolkit
(www.readingrockets.org/content/.../authortoolkit_rr.pdf / Formative Assessments:
Journal Response after reading Doreen Cronin books. I like ______the best because ______.(Encourage telling more through the use of prepositions.) / Preview, Read and Reread module selections (see instructional strategies attachment).
Explore other available Doreen Cronin books.
Model writing expansion using prepositions (see instructional strategies attachment).
8. The World Community
This module includes attachments. / Students will be able to:
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in order in which they occurred, and provide a reaction to what happened. (K.W.3)
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6) / Multicultural Adoptions:
Quinto’s Neighborhood,Ina Cumpiano
Electronic Resources and Alternative Media:
Show me your neighborhood site
Instruction:
Pen Pal writing(Seeing Communities through New Eyes attachment).
Group Discussion: Discuss similarities and differences when pen pal responses are returned. / Formative Assessments:
Students will create a dream poster of places they would like to visit in the world. They will draw themselves surrounded by activities in that location. / Reread Quinto’s Neighborhood with different focus (see instructional strategies attachment).
Build Background knowledge(see instructional strategies attachment).
Peer discussion after all module text: knee-to-knee partner talks; stand up, hands up, pair up (see instructional strategies attachment).
9. The Importance of Cooperation within a Community
This module includes attachments. / Students will be able to:
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.(K.L.6)
With guidance and support from adults, explore word relationships and nuances in word meanings.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (K.L.5) / Extended/Short Texts:
All Work Together, Woody Guthrie
Ants and the Grasshopper, The, author unknown
Crocodile’s Toothache, The, Shel Silversten
Stone Soup retold, Ann McGovern
Scholastic Bookroom Adoptions:The Little Red Hen, JennelleCherrington
Electronic Resources and Alternative Media:
Show me your neighborhood site
All Work Together music
Instruction:
Revisit anchor chart from module 1: students will understand that a community is a group of PEOPLE who share something in common (family, classroom, school, neighborhood, cities, countries, sports, etc.). / Formative Assessments:
Synonym and Antonyms: match opposite verbs found in the stories read. Then pair up into groups of two and match pairs antonym pairs to play memory.
Summative Assessments:
Students will illustrate and write about community member working together. / Preview and Readunit selections.
Peer discussion after all module text: knee-to-knee partner talks; stand up, hands up, pair up (see instructional strategies attachment).
Prepare opposite verb pairs (see instructional strategies attachment).
ELA, Office of Curriculum Development© Page 1 of 9
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.