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English Language Arts K

Garden City Public Schools English Language Arts 1

Unit Name: Friendly Faces Unit: 1 Lesson #: 1 Length of Time: 1 week

Essential Question: How can I find the most important ideas in a selection?

Unit Big Ideas: We see all kinds of people each day.

Target Skill: Main Ideas Target Strategy: Summarize

Reading Foundation Reading Literature Reading Informational Writing Speaking & Listening Language

RF.K.1a - Follows words from left to right, top to bottom, and page by page. RF.K.2a - Recognize and produce rhyming words. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: K, L, M, N, O RF.K.3c - Read common high-frequency words by sight: I

RL.K.1 - With prompting and support, ask and answer questions about key details in text. Story: “Building With Dad” “Poems About Families”

RI.K.1 - With prompting and support, ask and answer questions about key details in text. Story: “What Makes A Family?” RI.K.2 - With prompting and support, identify the main topic and retell key details of text.

W.K.2 - Use a combination of drawing, dictating, and writing to compose informative text in which they name what they are writing about and supply some information about the topic.

SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.4 - Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

L.K.1b - Use frequently occurring nouns and verbs. L.K.2b - Recognize and name end punctuation.

Main Selection: “What Makes a Family”

Text Type: Informational Text

Considering Text Complexity: Lexile Level- No Lexile Recorded

Small Group Differentiation for Tiered Groups: Below Level - Visiting Grandma & Grandpa (Lexile BR), DRA- A On-Level - My Family Pictures (Lexile BR), DRA - A Advanced - When I was Little (Lexile BR), DRA - B ELL - My Family (Lexile BR), DRA - A Decodable Readers – “See What We Can Do”, “We Can Make It”

Word to Know: I, am

Supplemental Resources: “Teaching Writing in Kindergarten” by Randy Bergen

Key Vocabulary: Tier 2 words to explicitly teach: celebrate, memories, gleaming, crew Tier 3 words to cover briefly: Cranes, mechanic, outlining, solid

Writing Vocabulary: Emphasize in writing:: Family, brother, sister, mom, dad, grandma, grandpa, cousin, aunt, uncle, pet

Spelling Patterns: For the first unit focus on the phonemic awareness skills of rhyming and listening to the single sounds at the beginning of the word.

Grammar Skill: Nouns, People

Writing Mode: Writing About Us

Focus Trait: Ideas

Fluency Skill: Read with Expression (you will model this)

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How do you think the boy feels about helping at the construction site? T15 When you help your mom or dad do you feel the same or different than the boy did? Why? What is important or special about your family?

Activities Promoting Oracy: Kagan structure of the week- Think, pair, share




Essential Question: What clues tell me how a character feels?


Target Skill: Understanding Characters Target Strategy: Infer / Predict


RF.K.1a - Follows words from left to right, top to bottom, and page by page. RF.K.2a - Recognize and produce rhyming words. d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: P, Q, R, S, T RF.K.3c - Read common high-frequency words by sight: like

RL.K.3 - With prompting and support, identify characters, settings and major events in a story. “How Do Dinosaurs Go To School?”

RI.K.3 – With prompting and support, describe the connections between two individuals, events, ideas or pieces of information in a text. RI.K.9 – With prompting and support, identify basic similarities in and differences between two texts on the same topic. “Friends at School” “My School Bus” RI.K.2 - With prompting and support, identify the main topic and retell key details of text.


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.4 - Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.


Main Selection: “How Do Dinosaurs Go To School”

Text Type: Literature

Considering Text Complexity: Lexile Level- No Lexile Recorded

Small Group Differentiation for Tiered Groups: Below Level – My Backpack (Lexile BR), DRA - A On-Level – Show and Tell (Lexile BR), DRA - A Advanced – Helping Mr. Horse (Lexile 80), DRA - 6 ELL – Tell All About It (Lexile), DRA - A Decodable Readers – “We Go To School”, “I Like”

Word to Know: like


Key Vocabulary: Tier 2 words to explicitly teach: company, scoop,

interrupt, fidget, busy Tier 3 words to cover briefly: tortoise, container

Writing Vocabulary: Emphasize in writing:: School, classroom, bus, house, playground, library, gym, music room, office (label words for school)


Grammar Skill: Nouns, Place words

Writing Mode: Writing About Us, Labels

Focus Trait: Ideas

Fluency Skill: Pause for Punctuation (you will model this)

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How do you think the children feel about their school? Why do you think so? T95 What do the children in the book do that you do at your school, too? T95 What do the children in the story do at their school that is different from what we do at our school? How do you know what the dinosaur is feeling? What is the difference between the way the dinosaurs were acting at the beginning and end of the story? What others things could the dinosaurs do to be good role models at school?

Activities Promoting Oracy: Kagan structure of the week- Think, pair, share




Essential Question: How do the parts of a story work together?


Target Skill: Story Structure Target Strategy: Monitor / Clarify


RF.K.1a - Follows words from left to right, top to bottom, and page by page. b – Recognize that spoken words are represented in written language by specific sequence of letters. (distinguish letters from words) RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. Listen for and count words in oral sentences. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: U, V, W, X, Y, Z RF.K.3c - Read common high-frequency words by sight: the

RL.K.3 - With prompting and support, identify characters, settings and major events in a story. RL.K.7 – With prompting and support, describe the relationship between illustrations and the story. (picture clues) RL.K.4 – Ask and answer questions about unknown words in a text. “I Have a Pet” “Please, Puppy, Please”

RI.K.3 – With prompting and support, describe the connections between two individuals, events, ideas or pieces of information in a text. RI.K.7 – With prompting and support, describe the relationship between illustrations and the text in which they appear. (picture clues) Connect to Science- “Different Kinds of Dogs”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.4 - Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.


Main Selection: “Please, Puppy, Please”


Considering Text Complexity: Lexile Level- AD 620L (Means Adult Directed)

Small Group Differentiation for Tiered Groups: Below Level – My Dog (Lexile BR), DRA - 1 On-Level – My Cat (Lexile 60), DRA - A Advanced – Lola the Muddy Dog (Lexile 50), DRA - 6 ELL – My Pet Cat (Lexile), DRA - A Decodable Readers - “Mm”, “I Like Mm”

Word to Know: the


Key Vocabulary: Tier 2 words to explicitly teach: cooperate, curious, interesting, fetch, smooth, slimy Tier 3 words to cover briefly: vet,

Writing Vocabulary: Emphasize in writing:: Pets/ animal words- differentiate by adding a descriptive word and or action.


Grammar Skill: Nouns for animals and things

Writing Mode: Writing About Us, Captions

Focus Trait: Ideas

Fluency Skill: Reading Rate (you will model this)

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Which pet would you like to have? Why? T175 What did you learn about caring for pets? T175 What is the best reason to have a pet? How could the story begin or end differently? What do you understand differently after reading the story? Justify answer. How do the people in “Please, Puppy, Please” and “Different Kinds of Dogs” take care of their dogs.

Activities Promoting Oracy: Kagan structure of the week- Think, pair, share, Four Corners (e.g. What kind of pet do you have?)




Essential Question: How can photographs help me better understand a selection?


Target Skill: Text and Graphic Features Target Strategy: Analyze / Evaluate


RF.K.1a - Follows words from left to right, top to bottom, and page by page. RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. Listen for and count words in oral sentences. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: Mm RF.K.3c - Read common high-frequency words by sight: and

RL.K.7 – With prompting and support, describe the relationship between illustrations and the story. (picture clues) “Pizza At Sally’s ” Connect to Traditional Tales-“The Elves and the Shoemaker” and “The Lion and the Mouse”

RI.K.3 – With prompting and support, describe the connections between two individuals, events, ideas or pieces of information in a text. RI.K.7 – With prompting and support, describe the relationship between illustrations and the text in which they appear. (picture clues) “Everybody Works”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.4 - Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.


Main Selection: “Everybody Works”

Text Type: Informational

Considering Text Complexity: Lexile Level- No Lexile Listed

Small Group Differentiation for Tiered Groups: Below Level – The Firefighter (Lexile BR), DRA - 1 On-Level – Selling Things (Lexile BR), DRA - 1 Advanced – Jobs on the Farm (Lexile 30), DRA - 6 ELL – Let’s Sell Things (Lexile BR), DRA – 1 Decodable Readers- “Mm”, “I Like Mm”

Word to Know: the


Key Vocabulary: Tier 2 words to explicitly teach: customer,

stretchy, famous, creating, protect, hobby Tier 3 words to cover briefly: dough

Writing Vocabulary: Emphasize in writing:: job words- differentiate by adding a descriptive word and or action.


Grammar Skill: Action verbs in present tense.

Writing Mode: Writing about Us

Writing: Class Story, Telling Details Focus Trait: Ideas


Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How can you tell that the customers like Sally’s pizza? How do you show that you like something? T255 Share with your partner how you would make the pizza better. Share with your partner which job you would like and why. Why do you think the author chose this title for the story? What do you understand differently after reading the story? Justify answer. How do the people in “Sally’s Pizza” and “Everybody Works” do their jobs the same and differently? Justify your answer.

Activities Promoting Oracy: Kagan structure of the week- Think, pair, share, Four Corners (e.g. What kind of job would you like?)




Essential Question: Why is the order in which things happen in the story important?


Target Skill: Sequence of Events Target Strategy: Question


RF.K.1a - Follows words from left to right, top to bottom, and page by page. RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. Listen for and count words in oral sentences. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: Ss RF.K.3c - Read common high-frequency words by sight: it, review I, am, like, and, the,

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. RL.K.2 – With prompting and support, retell familiar stories, including key details. RL.K.3 – With prompting and support, identify characters, settings, and major events in a story. “Kite Flying ” “The Little Red Hen”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. Connect to Social Studies “Daily News- Kite Festival Today”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.2b - Recognize and name end punctuation. L.K.2.d – Understand and use question words.

Main Selection: “Kite Flying”



Small Group Differentiation for Tiered Groups: Below Level – At the Fair (Lexile BR), DRA - 1 On-Level – The Costume (Lexile BR), DRA - A Advanced – My Play House (Lexile BR), DRA - 2 ELL – The Elephant Costume (Lexile BR), DRA – A Decodable Readers – “Ss”, “I Like Ss”

Words to Know: I, am, like, and, the, it


Key Vocabulary: Tier 2 words to explicitly teach: sigh, admired,

delight, doubt, attach Tier 3 words to cover briefly: fable

Writing Vocabulary: Emphasize in writing:: How you help- differentiate by adding a descriptive word and or action.


Grammar Skill: Action verbs in present tense.

Writing Mode: Writing about Us

Writing: Class Story, Telling Details Focus Trait: Ideas

Fluency Skill: Read with expression (you will model this)

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: What do you think the Little Red Hen’s friends learned? T335 How could this story have ended differently? If you were the Little Red Hen, what would you have done? Why? How do you know that all of the people in the family were helpful? T350 What would have happened if the family put the kite together in a different order? What job do you think you would be good at? Justify answer.

Activities Promoting Oracy: Kagan structure of the week- Think, pair, share, Four Corners (e.g. Choose an animal corner and tell what you could have done differently to help if you were that animal?)



Unit Name: Show and Tell Unit: 2 Lesson #: 6 Length of Time: 1 week

Essential Question: How are the five senses the same and different?

Unit Big Ideas: Books help us learn new things.

Target Skill: Compare and Contrast Target Strategy: Monitor / Clarify


RF.K.1 – Demonstrate the understanding of the organization and basic features of print (capitalization of first word in a sentence) RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3.b – Associate the long and short sounds with common spellings for the five major vowels. RF.K.3c - Read common high-frequency words by sight: see

RL.K.4 – With prompting and support, ask and answer questions about unknown words in a text. RL.K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories “Listen, Listen” Connect to Poetry – “Poems About Senses”

RI.K.9 – With prompting and support, identify basic similarities and differences in and differences between two texts on the same topic. “My Five Senses”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1.f – Produce and expand complete sentences in shared language activities. L.K.2b - Recognize and name end punctuation.

Main Selection: “My Five Senses”


Considering Text Complexity: Lexile Level- AD 590L (Adult Directed)

Small Group Differentiation for Tiered Groups: Below Level – The Market (Lexile BR), DRA - A On-Level – My Pet (Lexile BR), DRA - A Advanced – My House (Lexile BR), DRA - 2 ELL – Choosing a Pet (Lexile BR), DRA – A Decodable Readers – “Aa”, “I See”

Word to Know: see


Key Vocabulary: Tier 2 words to explicitly teach: drift, ripen,

scurry, sizzle, aware, senses, sight, touch Tier 3 words to cover briefly:

Writing Vocabulary: Emphasize in writing: Descriptive Sentences using sensory words. Differentiate by adding a descriptive word and or action.

Spelling Patterns: For the first unis focus on the phonemic awareness skills of rhyming and listening to the single sounds at the beginning of the word.

Grammar Skill: Sensory Words

Writing Mode: Write to Describe Writing: Descriptive Sentences

Focus Trait: Word Choice


Activities Promoting Higher Levels of Bloom’s: Examples of Questions: What summer sounds does the story tell about? T15 Which is your favorite season? Tell why. T15 How are the five senses the same and different? T28 How do you use your senses to know what is going on around you? If you had to give up 1 of your senses, which one would you do without and why? Think about your favorite ice-cream. What senses would you use besides taste?

Activities Promoting Oracy: Kagan structure of the week- Talking Chips for Guided Reading, Think, pair, share, Four Corners (e.g. Which sense is most important?)




Essential Question: How can I learn about the characters in a story?


Target Skill: Understanding Characters Target Strategy: Analyze / Evaluate


RF.K.1 – Demonstrate the understanding of the organization and basic features of print. RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3.a – Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Tt RF.K.3c - Read common high-frequency words by sight: we

RL.K.3 – With prompting and support, identify characters, setting, and major events in a story. RL.K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories “Mice Squeak, We Speak” “Amelia’s Show-and-Tell Fiesta”

RI.K.3 – With prompting and support, describe the connection between 2 individuals, events, ideas or pieces of information in a text. RI.K.9 – With prompting and support, identify basic similarities and differences in and differences between two texts on the same topic. Connect to Science- “Fort Worth Zoo”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.4 – Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1.f – Produce and expand complete sentences in shared language activities. L.K.2a-Capitalize the first word in a sentence and the pronoun I. L.K.2b - Recognize and name end punctuation.

Main Selection: “Mice Squeak, We Speak”

Text Type: Literature- Realistic Fiction

Considering Text Complexity: Lexile Level- 60L

Small Group Differentiation for Tiered Groups: Below Level – A Walk in the Woods (Lexile BR), DRA -1 On-Level – At the Zoo (Lexile BR), DRA - A Advanced – Winter Sleep (Lexile 160), DRA -4 ELL – Visiting the Zoo (Lexile BR), DRA – A Decodable Readers – “Tt”, We Like Toys”

Word to Know: we


Key Vocabulary: Tier 2 words to explicitly teach: foolish,

ruffled, special, treasures, chatter, squawk, coo Tier 3 words to cover briefly: tropical

Writing Vocabulary: Emphasize in writing: Descriptive Sentences using sensory words. differentiate by adding a descriptive word and or action.

Spelling Patterns: For the first units focus on the phonemic awareness skills of rhyming and listening to the single sounds at the beginning of the word.

Grammar Skill: Sensory Words

Writing Mode: Write to Describe

Writing: Descriptive Sentences Focus Trait: Word Choice


Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How would you feel if you were new and wanted share but didn’t know how? Who could help you and what would you ask? What is important to you that you would like to share? How are the cat and the lion the same/different? How are we the same and different from monkeys? What do you suppose the (animal) is thinking about? What makes you think that?





Essential Question: How can details help me understand a selection?

Unit Big Ideas: Books help us learn new things. Target Skill: Details Target Strategy: Vizualize


RF.K.1 – Demonstrate the understanding of the organization and basic features of print. RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3.a – Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Cc RF.K.3c - Read common high-frequency words by sight: a and at RF.K.5-Recognize common types of text (fable).

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. RL.K.2 – With prompting and support, retell familiar stories, including key details. Connect to Traditional Tales: “The Hare and the Tortoise” “Jonathan and His Mommy”

RI.K.1- With prompting and support, ask and answer questions about key details in a text. RI.K.2– With prompting and support, identify the main topic and retell key details of a text. RI.K.8- With prompting and support, identify the reasons an author gives to support points in a text. “Move!”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.4 – Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5-Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1e-Use the most frequently occurring prepositions. L.K.1.f – Produce and expand complete sentences in shared language activities. L.K.2a-Capitalize the first word in a sentence and the pronoun I. L.K.2b - Recognize and name end punctuation. L.K.5d-Distinguish shades of meaning among verbs describing the same action by acting out the meanings.

Main Selection: “Move!”


Considering Text Complexity: Lexile Level-AD 450L (Adult Directed)

Small Group Differentiation for Tiered Groups: Below Level – Let’s Climb (Lexile BR), DRA -A On-Level – At the Aquarium (Lexile BR), DRA - 1 Advanced – In the Rain Forest (Lexile BR), DRA -2 ELL – The Aquarium (Lexile BR), DRA – 1 Decodable Readers – “Cc”, “I Can See”

Word to Know: a, at


Key Vocabulary: Tier 2 words to explicitly teach: backward, beat,

leap, strange, wiggle, zigzag, rustling, slithers, startled Tier 3 words to cover briefly: colony

Writing Vocabulary: Emphasize in writing: Descriptive words in captions.


Grammar Skill: Adjectives for Colors

Writing Mode: Write to Describe Writing: Using Descriptive Words in Sentences


Fluency Skill: Read with Expression (you will model this)

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Where do you like to go on a walk? Do you like to use some of the ways Jonathan and his mom walk? Why and how? How would you move if you want to be first, silly, slow, etc…? Compare how (animals) move. How are they the same/different?





Essential Question: What can I learn from the pictures in a selection?


Target Skill: Text and Graphic Features Target Strategy: Question


RF.K.1 – Demonstrate the understanding of the organization and basic features of print. RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3.a – Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Pp RF.K.3c - Read common high-frequency words by sight: to and in

RL.K.1- With prompting and support, ask and answer questions about key details in a text. RL.K.7 – With prompting and support, describe the relationships between illustrations and the story in which they appear. “Good Morning, Digger!”

RI.K.1- With prompting and support, ask and answer questions about key details in a text. RI.K.8- With prompting and support, identify the reasons an author gives to support points in a text. “What Do Wheels Do All Day?” Connect to Social Studies “Wheels Long Ago and Today”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.1d-Understand and use question words. SL.K.3-Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1e-Use the most frequently occurring prepositions. L.K.1.f – Produce and expand complete sentences in shared language activities. L.K.2b - Recognize and name end punctuation. L.K.5d-Distinguish shades of meaning among verbs describing the same action by acting out the meanings.

Main Selection: “What Do Wheels Do All Day?”



Small Group Differentiation for Tiered Groups: Below Level – In the City (Lexile BR), DRA -A On-Level – The Hay Ride (Lexile BR), DRA - A Advanced – Going Fast (Lexile ), DRA -6 ELL – Going for a Hay Ride (Lexile BR), DRA – A Decodable Readers – “Pp”, “I Like Animals”

Word to Know: to, in


Key Vocabulary: Tier 2 words to explicitly teach: community,

vacant, travelers, twirl, sputter Tier 3 words to cover briefly: welding, patrol

Writing Vocabulary: Emphasize in writing: Descriptive words in sentences including adjectives for numbers.


Grammar Skill: Adjectives for Numbers


Writing: Using Descriptive Words in Sentences (adjectives for numbers) Focus Trait: Word Choice

Fluency Skill: Reading Rate (you will model this)

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Do you think this is a good title for the story? Why? What title would you pick for the story? What do the graphic features tell us about the story? How are the wheels the same/different? What is the most surprising use for a wheel? Why?







Target Skill: Story Structure Target Strategy: Summarize


RF.K.1 – Demonstrate the understanding of the organization and basic features of print. RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3.a – Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. Review: m, s, a, t, c, p RF.K.3c - Read common high-frequency words by sight: on, see, a, we, to, at, in

RL.K.3- With prompting and support, identify characters, setting, and major events. RL.K.7 – With prompting and support, describe the relationships between illustrations and the story in which they appear. “Mouse Shapes” “David’s Drawings”

RI.K.2- With prompting and support, identify the main topic and retell key details of a text. RI.K.8- With prompting and support, identify the reasons an author gives to support points in a text. Connect to Social Studies “Signs and Shapes”


SL.K.1a - Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.6 – Speak audibly and express thoughts, feelings and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1e-Use the most frequently occurring prepositions. L.K.1.f – Produce and expand complete sentences in shared language activities. L.K.2b - Recognize and name end punctuation. L.K.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Main Selection: “Mouse Shapes” Text Type: Literature-concepts Considering Text Complexity: Lexile Level- No Lexile Listed

Small Group Differentiation for Tiered Groups: Below Level – It’s a Party! (Lexile BR), DRA -A On-Level – The Tree House (Lexile BR), DRA - A Advanced – A Hat for Cat (Lexile 70 ), DRA -4 ELL – Making a Tree House (Lexile BR), DRA – 1

Decodable Readers – “Mmmm, Good!”, “The Playground”

Word to Know: on


Key Vocabulary: Tier 2 words to explicitly teach: add, moment,

shyly, hurry, pounced, tricky, sneaky Tier 3 words to cover briefly:

Writing Vocabulary: Emphasize in writing: Descriptive words in sentences including adjectives for shape and size.


Grammar Skill: Adjectives for Shape and Size


Writing: Using Descriptive Words in Sentences (shape and size) Focus Trait: Word Choice

Fluency Skill: Read with Expression

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Why do you think David wants to make his own drawing? T335 How does David feel about the class helping with the drawing? What happens at the end of the story “Mouse Shapes”? What do you think would have happened if the mice did not think to use the shapes? What would you make out of shapes and why? How is that like the mice in the story?

Activities Promoting Oracy: Kagan Structures:

Talking Chips for Guided Reading Think, pair, share Four Corners (e.g. Which sense is most important?) Telephone Match Mine



Unit Name: Outside My Door Unit: 3 Lesson #: 11 Length of Time: 1 week

Essential Question: How are the months of the year same and different?

Unit Big Ideas: There is so much to see outside.

Target Skill: Compare/ Contrast Target Strategy: Question


RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.3b- Associate the long and short sounds with common spellings for the five major vowels. Aa RF.K.3c - Read common high-frequency words by sight : come, me, us

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. RL.K.9-With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. “Jump into January”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. RI.K.9- With prompting and support, identify basic similarities in and differences between two texts on the same topic. “Every Season” Connect to social studies: “Holidays all year long”

W.K.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.

SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2a- Capitalize the first word in a sentence and the pronoun I. L.K.2c- Write a letter or letters for most consonant and short-vowel sounds. L.K2d- Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Main Selection: “Jump Into January” Text Type: Concept Considering Text Complexity: Lexile Level- No Lexile Listed

Small Group Differentiation for Tiered Groups: Below Level – October Days (Lexile BR), DRA A On-Level –Fun all year (Lexile BR), DRA 1 Advanced-June Vacation (Lexile BR), DRA 4 ELL-A Year of Fun (Lexile BR), DRA 1 Decodable Readers –“Come and See me” and “Pam and Me”

Words to Know: come, me, us

Supplemental Resources: “Teaching Writing in Kindergarten” By Randy Bergen

Key Vocabulary: Tier 2 words to explicitly teach: scatter, speckled,

glisten, peck Tier 3 words to cover briefly: orchard, jive, bloom

Writing Vocabulary: Emphasize in writing: weather words to differentiate by adding

a descriptive word and or action.

Spelling Patterns: Introduce Word Families: am

Grammar Skill: Sentence Part: Subject

Writing Mode: Write to Express (Fictional Narrative)

Sentences: Exact Nouns Focus Trait: Word Choice

Fluency Skill: Pause for

Punctuation

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: What is your favorite Season and why? T15 Compare and contrast two seasons? What evidence can you see that the season is winter? What way would you design a summer season?

Activities Promoting Oracy: Kagan structure of the week: Mix-Pair-Share (e.g. What is your favorite season and why?)




Essential Question: What clues help me figure out things the author does not tell me?


Target Skill: Conclusions Target Strategy: Monitor/Clarify


RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: Nn RF.K.3c - Read common high-frequency words by sight: with, my, day

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. “Snow” “Storm Is Coming”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. RI.K.9- With prompting and support, identify basic similarities in and differences between two texts on the same topic. Connect to Science: “How Water Changes”



L.K.1b - Use frequently occurring nouns and verbs. L.K.2b - Recognize and name end punctuation. L.K.2c- Write a letter or letters for most consonant and short-vowel sounds. L.K2d- Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Main Selection: “Snow” Text Type: Fantasy Considering Text Complexity: Lexile Level-AD 70L (Adult Directed)

Small Group Differentiation for Tiered Groups: Below Level – Winter Vacation (Lexile BR), DRA A On-Level – Bears Through the Year (Lexile BR), DRA A Advanced –No Snow (Lexile 40), DRA 6 ELL – Look at the Bears (Lexile BR), DRA 1 Decodable Readers – “I Can Nap” and “Tap with Me”

Words to Know: with, my, day

Supplemental Resources: “Teaching Writing in Kindergarten” By Randee Bergen

Key Vocabulary: Tier 2 words to explicitly teach: huddle, guard, swirl, wisely Tier 3 words to cover briefly: pasture, stampede

Writing Vocabulary: Emphasize good verbs: Winter words-

Spelling Patterns: Word Families: ap

Grammar Skill: Sentence Parts: Verbs

Writing Mode: Writing to Express (Fictional Narrative: Sentences: Exact Verbs



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Who do you think storm is and why? What would you do if you were one of the animals in the barn? Why do you think the animals think that storm is a person? How do the animals know that the snow is coming? Think of animals that are not in the book and tell how they prepare for winter?

Activities Promoting Oracy: Mix-Pair-Share (e.g. How do animals prepare for the winter?)




Essential Question: Why do authors write informational text?


Target Skill: Author’s Purpose Target Strategy: Visualize


RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: Ff RF.K.3c - Read common high-frequency words by sight: you, what, up

RL.K.5- Recognize common types of texts RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Connect to Poetry: “Poems about Colors”

RI.K.6- Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.8 - With prompting and support, identify the reasons an author gives to support points in a text. “What Color Is Nature?” “A Zebra’s World”



L.K.2a- Capitalize the first word in a sentence and the pronoun I. L.K.2b - Recognize and name end punctuation.

Main Selection: “What Color Is Nature” Text Type: Informational Considering Text Complexity: Lexile Level- No Lexile Listed

Small Group Differentiation for Tiered Groups: Below Level – The Pet Show (Lexile BR),DRA 1 On-Level –My Flower Garden (Lexile BR), DRA A Advanced –In the Desert (Lexile 130), DRA 6 ELL – Lots of Flowers (Lexile BR), DRA A Decodable Readers – “What can you see” and “Fat Cat”

Words to Know: You, what, up


Key Vocabulary: Tier 2 words to explicitly teach: nature, several, usually Tier 3 words to cover briefly: herd, salamander

Writing Vocabulary: Emphasize in writing: Color words

Spelling Patterns: Word Families: at

Grammar Skill: Complete Sentences: Capitalization and Punctuation

Writing Mode: Write to express (fictional narrative) Sentences: Details

Focus Trait: Ideas

Fluency Skill: Reading Rate

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: What is the most interesting thing you learned about zebras? What are some other questions you have about Zebras? Think about your favorite color. Describe the picture with your favorite color to your neighbor. What else could have been in the book that is your favorite color?

Activities Promoting Oracy: Mix-Pair-Share (e.g. Talk about one of your favorite pages from the book and tell your partner why you chose that page.)




Essential Question: What causes events in a story to happen?


Target Skill: Cause and Effect Target Strategy: Infer/Predict


RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the sound for each consonant: Bb RF.K.3c - Read common high-frequency words by sight: are, now

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. “Turtle Splash”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. “Home For a Tiger, Home for a Bear” Connect to science: “Where Animals Live”


SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.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. .

L.K.1b - Use frequently occurring nouns and verbs. L.K.1f- Produce and expand complete sentences in shared language activities.

Main Selection: “Turtle Splash” Text Type: Concept Considering Text Complexity: Lexile Level- AD 160L (Adult Directed)

Small Group Differentiation for Tiered Groups: Below Level – At the Pond (Lexile BR), DRA A On-Level – Splash (Lexile BR), DRA A Advanced – Look in the Woods (Lexile 50), DRA 4 ELL – Four Frogs (Lexile BR), DRA A Decodable Readers – “What Now” and “At Bat”

Words to Know: are, now

Supplemental Resources: “Teaching Writing in Kindergarten” Randee Bergen

Key Vocabulary: Tier 2 words to explicitly teach: soaring Tier 3 words to cover briefly: burrow, desert, lodge, idle, scampers, timid

Writing Vocabulary: Emphasis in Writing: pond animals

Spelling Patterns: Word Families: am, ap, at

Grammar Skill: Verbs in Past Tense

Writing Mode: Write to Express (Fictional Narrative) Story: Sequence (Beginning, Middle, End)

Focus Trait: Organization


Activities Promoting Higher Levels of Bloom’s: Examples of Questions: “Why is a burrow a good home for a rabbit?” T255 “What is the most interesting animal home you read about? Why do you think so? T255 Why did the rabbit make the turtle jump into the pond? Can you think of some other timid animals?

Activities Promoting Oracy: Mix-Pair-Share (eg. Talk with a partner about other animals that could scare the turtle and why?)




Essential Question: Why is it important to know what happens first, next, and last in a selection?


Target Skill: Sequence of Events Target Strategy: Analyze/Evaluate


RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3b- Associate the long and short sounds with common spellings for the five major vowels Aa RF.K.3c - Read common high-frequency words by sight: come, me, with, my, you, what, are, now, us, day, up

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. RL.K.2 – With prompting and support, retell familiar stories, including key details. RL.K.3 – With prompting and support, identify characters, settings, and major events in a story. “How many stars in the sky”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. RI.K.2- With prompting and support, identify the main topic and retell key details of a text. “What a Beautiful Sky” Connect to Science: “What will the weather be like?”


SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.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.

L.K.2a- Capitalize the first word in a sentence and the pronoun I. L.K.2b- Recognize and name end punctuation.

Main Selection: “What a Beautiful Sky”

Text Type: Informational Text


Small Group Differentiation for Tiered Groups: Below Level – Look Up (Lexile BR), DRA A On-Level – Rainy Day (Lexile BR), DRA A Advanced – The Storm (Lexile BR), DRA 6 ELL – Rain Today (Lexile BR), DRA A Decodable Readers – “Pam Cat” and “Come with me”

Words to Know: come, me, with, my, you, what, are, now, us, day, up


Key Vocabulary: Tier 2 words to explicitly teach: fireball, tunnel, gazing Tier 3 words to cover briefly: misty, planet

Writing Vocabulary: Emphasize in Writing: Something you see in the sky.

Spelling Patterns: Word Families: am, ap, at

Grammar Skill: Capitalization and Punctuation

Writing Mode: Write to Express (Fictional Narrative) Story Sequence: (Beginning, Middle, End)


Fluency Skill: Pause for Punctuation

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Why is it hard to count the stars in the sky? Where else could the boy and his dad go to look at the stars? What do you think is beautiful about the sky and why? Tell your partner how you feel about one of the pages in the book and why?

Activities Promoting Oracy: Mix-Pair-Share (e.g. How did you feel about the book and why?)



Unit Name: Let’s Find Out Unit: 4 Lesson #: 16 Length of Time: 1 week

Essential Question: Why are details helpful?

Unit Big Ideas: It’s fun to explore!

Target Skill: Details Target Strategy: Summarize


RF.K.2d – Isolate and pronounce the initial, medial and final sounds in words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3b- Associate the long and short sounds with common spellings for the five major vowels. Ii RF.K.3c - Read common high-frequency words by sight: is, how, if

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. RL.K.3 – With prompting and support, identify characters, settings, and major events in a story. “Dear Mr. Blueberry”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. RI.K.2- With prompting and support, identify the main topic and retell key details of a text. RI.K.8- With prompting and support, identify the reasons an author gives to support points in a text. “What is Science?” Connect to Social Studies: “Benjamin Franklin, Inventor”


SL.K.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. SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1c-For regular plural nouns orally by adding /s/ or /es/ L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. (a) Capitalize the first word in a sentence and the pronoun I. (b) Recognize and name end punctuation. (c) Write a letter or letters for most consonant and short vowel sounds. (d) Spell simple words phonetically drawing on knowledge of sound letter relationships. L.K.4b- Use the most frequently occurring inflections and affixes (e.g, -ed, -s,) as a clue to the meaning of an unknown word. L.K.5a. – Sort common objects into categories to gain a sense of the concepts the categories represent.

Main Selection: “What Is Science” Text Type: Informational Considering Text Complexity: Lexile Level- No Lexile Listed

Small Group Differentiation for Tiered Groups: Below Level – Animals in the Woods (Lexile BR), DRA A On-Level – My Yard (Lexile BR), DRA A Advanced – In the Tree (Lexile ), DRA 4 ELL – In My Yard (Lexile BR), DRA A Decodable Readers – “What is It” and “It is My Cab”

Words to Know: is, how, if


Key Vocabulary: Tier 2 words to explicitly teach: information, perhaps, spurt, travel, fossils Tier 3 words to cover briefly: geodes, geysers, glaciers

Writing Vocabulary: Emphasis in Writing: Letter Greetings (e.g hello, dear, your friend) Write about science

Spelling Patterns: Word Families: it

Grammar Skill: Proper Nouns for People and Pets

Writing Mode: Write to Narrate (personal narrative) Sentences: Parts of a message



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Do you think a whale was living in Emily’s pond why or why not? T15 Do you think this is a good title for the story? (Dear Mr. Blueberry) What other things do you think science is the study of? T30 How are volcanoes and tornadoes alike and different? T31 Think about a place to explore. What do you think you would find?

Activities Promoting Oracy: Inside-Outside Circle (eg. Retell a detail from the book “What is Science”)






Target Skill: Conclusions Target Strategy: Infer/Predict

Reading Foundation Reading Literature Writing Speaking & Listening Language

RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. (e) Add or substitute individual sounds in simple, one-syllable words to make new words. RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Gg RF.K.3c - Read common high-frequency words by sight: find, this, has RF.K.3d- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

RL.K.1 – With prompting and support, ask and answer questions about key details in a text. RL.K.2 – With prompting and support retell familiar stories, including key details. RL.K.7 – With prompting and support describe the relationship between illustrations and the story in which they appear. “I Love Bugs” “It Is the Wind” Traditional Tales “Anansi and Grasshopper”



L.K.1b - Use frequently occurring nouns and verbs. L.K.1c-For regular plural nouns orally by adding /s/ or /es/ L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. (a) Capitalize the first word in a sentence and the pronoun I. (b) Recognize and name end punctuation. (c) Write a letter or letters for most consonant and short vowel sounds. (d) Spell simple words phonetically drawing on knowledge of sound letter relationships. L.K.4a-Determine or claify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten reading and context. L.K.4b- Use the most frequently occurring inflections and affixes (e.g, -ed, -s,) as a clue to the meaning of an unknown word. L.K.5a. – Sort common objects into categories to gain a sense of the concepts the categories represent.

Main Selection: “I Love Bugs” Text Type: Realistic Fiction-Literature Considering Text Complexity: Lexile Level- 90L

Small Group Differentiation for Tiered Groups: Below Level – Bug Parts (Lexile BR), DRA 1 On-Level – Find the Bug (Lexile 50), DRA 1 Advanced – Rosie and the Bug Jar (Lexile ), DRA 6 ELL – Look for Bugs (Lexile 50), DRA 1 Decodable Readers – “Can you Find It” and “Gig Pig”

Words to Know: find, this, has


Key Vocabulary: Tier 2 words to explicitly teach: creaks, hinge, path, howling, creaks, paddle, swoop, weaves, sways Tier 3 words to cover briefly: hare

Writing Vocabulary: Emphasis in Writing: multiple meaning words. (Write a letter about the different types of bugs)

Spelling Patterns: Word Families: ig

Grammar Skill: Proper Nouns for People and Pets

Writing Mode: Write to Narrate (Personal Narrative) (Sentences: Parts of a Message)



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: What kinds of sounds do you hear outside your bedroom window? T95 What different sounds would the boy hear during the winter season? How do you know what the boy is going to do with the camera? T109 What clues help you figure out that it is dark outside?

Activities Promoting Oracy: Inside-Outside Circle (e.g. What was your favorite bug and why?)




Essential Question: How does knowing why the author wrote a selection help me?


Target Skill: Author’s Purpose Target Strategy: Analyze/Evaluate


RF.K.2a –Recognize and produce rhyming words. (e)-Add or substitute individual sounds and simple one syllable words to make new words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Rr RF.K.3c - Read common high-frequency words by sight: will, be, of

RL.K.1-With prompting and support, ask and answer questions about key details in a text. RL.K.5- Recognize common types of texts RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. “One-Dog Canoe” Connect to Poetry: “Poems about the Sea”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. RI.K.8- With prompting and support, identify the reasons an author gives to support points in a text. “ In The Big Blue Sea”


SL.K.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. SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1c-For regular plural nouns orally by adding /s/ or /es/ L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. (a) Capitalize the first word in a sentence and the pronoun I. (b) Recognize and name end punctuation. (c) Write a letter or letters for most consonant and short vowel sounds. (d) Spell simple words phonetically drawing on knowledge of sound letter relationships. L.K.4b- Use the most frequently occurring inflections and affixes (e.g, -ed, -s,) as a clue to the meaning of an unknown word.

Main Selection: “In the Big Blue Sea” Text Type: Informational Considering Text Complexity: Lexile Level- BR (Beginning Reader)

Small Group Differentiation for Tiered Groups: Below Level – The Sea (Lexile BR), DRA A On-Level – Let’s Swim (Lexile BR), DRA A Advanced – By the Sea (Lexile180 ), DRA 2 ELL – Swimming (Lexile BR), DRA A Decodable Readers – “What will it be” and “Rac is it”

Words to Know: is, how, if


Key Vocabulary: Tier 2 words to explicitly teach: canoe, dew, glided, peered, crew Tier 3 words to cover briefly:

Writing Vocabulary: Emphasis in Writing: Write a letter to an animal in the sea and ask them questions.

Spelling Patterns: Word Families: an

Grammar Skill: Verbs and Future Tense

Writing Mode: Write to Narrative (Personal Narrative) Sentences; Part of a message



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How does she feel when all the animals want in the canoe? How does the girl feel when she lands in the water? T175 If you were the girl, what would you have done? Is “In the Big Blue Sea” a good title for this story? Which fish would you like to be and why?

Activities Promoting Oracy: Inside-Outside Circle (e.g. Which fish would you like to be and why?)




Essential Question: What causes events in a story to happen?


Target Skill: Cause and Effect Target Strategy: Question


RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2(e)-Add or substitute individual sounds and simple one syllable words to make new words. RF.K.3a- Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Dd RF.K.3c - Read common high-frequency words by sight: go, for, away

RL.K.1-With prompting and support, ask and answer questions about key details in a text. RL.K.3- With prompting and support, identify characters, settings, and major events in a story. RL.K.5- Recognize common types of texts “Sheep Take A Hike” “Nicky and the Rainy Day” Connect to Traditional Tales: “The three Billy Goats Gruff”


SL.K.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. SL.K.3- Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1c-For regular plural nouns orally by adding /s/ or /es/ L.K.1d- Understand and use question words. L.K.1f- Produce and expand complete sentences in shared language activities. L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. (a) Capitalize the first word in a sentence and the pronoun I. (b) Recognize and name end punctuation. (c) Write a letter or letters for most consonant and short vowel sounds. (d) Spell simple words phonetically drawing on knowledge of sound letter relationships. L.K.4b- Use the most frequently occurring inflections and affixes (e.g, -ed, -s,) as a clue to the meaning of an unknown word.

Main Selection: “Sheep Take a Hike” Text Type: Fantasy Considering Text Complexity: Lexile Level- 190L

Small Group Differentiation for Tiered Groups: Below Level – Taking Pictures (Lexile BR), DRA A On-Level – Summer Camp (Lexile BR), DRA 1 Advanced – Come for a Swim (Lexile140 ), DRA 6 ELL – Fun at Camp (Lexile BR), DRA 1 Decodable Readers – “Go for It” and “D is for Dad”

Words to Know: go, for, away


Key Vocabulary: Tier 2 words to explicitly teach: impossible, bicker, tramp, meadow Tier 3 words to cover briefly: compass,

Writing Vocabulary: Emphasis in Writing: Draw a place you would like to hike to.

Spelling Patterns: Word Families: ike, eep

Grammar Skill: Verbs and Past Tense

Writing Mode: Write to Narrate (Personal Narrative) Exact nouns



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: “Do you think they will be able to go to the rainbow? Why? “ T255 “Do Nicky and his brothers and sisters like being inside? Why?” T255 “Do you like being stuck inside on a rainy day? Use your imagination and come up of ideas to do on a rainy day? How are the place you would want to go the same/different than Nicky? “What are some good places to go for a hike? Why?” Why would losing the compass be a big problem for the sheep?” “How would you solve that problem if you didn’t have a compass?”

Activities Promoting Oracy: Inside-Outside Circle (e.g.- “Talk to your partner about what you would do on a rainy day” (One partner says the cause of the story, one partner says the effect of the story)




Essential Question: Why is it important to know when things happen in a story?


Target Skill: Sequence of Events Target Strategy: Visualize


RF.K.2 (e)-Add or substitute individual sounds and simple one syllable words to make new words. RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. Rr, Dd, Gg RF.K.3b-Associate the long and short sounds with common spellings for the five major vowels. Ii RF.K.3c - Read common high-frequency words by sight: is, will, how, be, find, go, this, for, has, of, if, away

RL.K.1-With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3- With prompting and support, identify characters, settings, and major events in a story. RL.K.7- With prompting and support, describe the relationships between illustrations and the story in which they appear. “Curious George’s Dinosaur Discovery” “Duck & Goose”

RI.K.1 – With prompting and support, ask and answer question about key details in a text. RI.K.2 – With prompting and support, identify the main topic and retell key details of a text. Connect to science: “Exploring land and Water”

W.K.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. W.K.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.K.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. SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

L.K.1b - Use frequently occurring nouns and verbs. L.K.1c-For regular plural nouns orally by adding /s/ or /es/ L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. (a) Capitalize the first word in a sentence and the pronoun I. (b) Recognize and name end punctuation. (c) Write a letter or letters for most consonant and short vowel sounds. (d) Spell simple words phonetically drawing on knowledge of sound letter relationships. L.K.4a-Identify new meanings for familiar words and apply them accurately. L.K.4b- Use the most frequently occurring inflections and affixes (e.g, -ed, -s,) as a clue to the meaning of an unknown word.

Main Selection: “Curious George’s Dinosaur Discovery” Text Type: Fantasy Considering Text Complexity: Lexile Level-AD 380L (Adult Directed)

Small Group Differentiation for Tiered Groups: Below Level – Curious George Visits Animal Friends (Lexile BR), DRA 1 On-Level – Curious George and the Hungry Animals (Lexile ?), DRA 1 Advanced – Curious George Visits the Woods (Lexile ?), DRA 8 ELL – Curious George and the Animals (Lexile ?), DRA 1 Decodable Readers – “The Big Dig” and “We Fit”

Words to Know: is, how, find, this, will, be, go, for, has, of, if, away


Key Vocabulary: Tier 2 words to explicitly teach: apologize, snooze, confusion, notice, expected, display Tier 3 words to cover briefly: webbed, quarry

Writing Vocabulary: Emphasis in Writing: Read and research about dinosaurs and write about your favorite dinosaur.

Spelling Patterns: Word Families: review it, ig, an, ike, eep

Grammar Skill: Verbs past, present, and future

Writing Mode: Write to Narrate (Personal Narrative) Story: Exact Nouns



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: “How do you think Duck and Goose feel when they discover that the egg is really a ball?” T335 “If you were in the story what would you tell Duck and Goose?” Talk to your partner about how you visualize a dinosaur museum. “Would you like to go on a dig like Curious George? Why or why not? “If you were the author, how would you begin the story differently?”

Activities Promoting Oracy 3 Step Interview (e.g. Talk to your partner about what you learned)



Unit Name: Growing and Changing Unit: 5 Lesson #: 21 Length of Time: 1 week

Essential Question: How do characters change in a story?

Unit Big Ideas: Change is all around us.

Target Skill: Understanding Characters Target Strategy: Infer/Predict


RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d- Isolate and pronounce the initial, medial, vowel, and final sounds in three-phoneme words. RF.K.2 e-Add or substitute individual sounds and simple one syllable words to make new words. RF.K.3b-Associate the long and short sounds with common spellings for the five major vowels. Oo RF.K.3c - Read common high-frequency words by sight: make, play, here

RL.K.1-With prompting and support, ask and answer questions about key details in a text. RL.K.3- With prompting and support, identify characters, settings, and major events in a story. “The Best of Friends” Connect to Poetry: “Poems about friends” “Simon and Molly plus Hester”

W.K.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.


L.K.1b - Use frequently occurring nouns and verbs. L.K.2 – Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. (a) Capitalize the first word in a sentence and the pronoun I. (b) Recognize and name end punctuation. (c) Write a letter or letters for most consonant and short vowel sounds. (d) Spell simple words phonetically drawing on knowledge of sound letter relationships. L.K.4a-Identify new meanings for familiar words and apply them accurately.

Main Selection: “The Best of Friends” Text Type: Realistic Fiction Considering Text Complexity: Lexile Level- No lexile Listed

Small Group Differentiation for Tiered Groups: Below Level – The Show (Lexile BR), DRA 1 On-Level – Mouse and Bear (Lexile ?), DRA 1 Advanced –Kevin and Lucy (Lexile ?), DRA 8 ELL –The Mouse and Bear are Friends (Lexile ?), DRA 1 Decodable Readers – “Make it Pop” and “My Dog Tom”

Words to Know: make, play, here


Key Vocabulary: Tier 2 words to explicitly teach: especially, idea, until, plain, Tier 3 words to cover briefly: market

Writing Vocabulary: Emphasis in Writing: Write about a friend.

Spelling Patterns: Word Families: og, op

Grammar Skill: Pronouns: he, she, we

Writing Mode: Write to Inform Lists: Structure of Numbered Lists



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: “What kinds of things do you like to do with your friends?” T15 “Which character are you most like and why? “What do you do when you are angry?” “How do you handle the situation?” “How are Bobby and Rob alike/different?” T29 “How does Rob feel about the story? How can you tell?” T32 “How does Bobby feel about the story? “Why do you think they feel differently?

Activities Promoting Oracy: Pairs Compare (e.g.-Compare/Contrast the characters)






Target Skill: Story Structure Target Strategy: Analyze/Evaluate


RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d- Isolate and pronounce the initial, medial, vowel, and final sounds in three phoneme words. RF.K.2 e- Add or substitute individual sounds and simple one syllable words to make new words. RF.K3a- Demonstrate basic knowledge of one-to-one letter/sound correspondences by producing the primary or many of the most frequent sound for each consonant: Xx, Jj RF.K.3c - Read common high-frequency words by sight: said, good, one

RL.K.2- With prompting and support, retell familiar stories including key details RL.K.3- With prompting and support, identify characters, settings, and major events in the story RL. K.9- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.9- Actively engage in group reading activities with purpose and understanding. “Leo the Late Bloomer”

RI.K.1- With prompting and support, ask and answer questions about key details in the text. RI.K.2- With prompting and support, identify the main topic and retell key details of a text. RI.K.8- With prompting and support, identify the reasons an author gives to support points in a text. “A Tiger Grows Up” Connect to Science: What Can a Baby Animal Do”

W.K.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. W.K.5- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8- With guidance and support from adults recall information from provided sources to answer a question.

SL.K.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. SL.K.4- Describe familiar people, places, things, and events with prompting and support, provide additional detail. SL.K.6- Speak audibly and express thoughts feelings, and ideas clearly.

L.K.1.f-Produce and expand complete sentences in shared language activities. L.K.5.b- Demonstrate understand of frequently occurring verbs and adjectives by relating them to their opposites (antonyms) -

Main Selection: The Best of Friends Text Type: Realistic Fiction Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level- Our Family Vacation (Lexile BR) On-Level- A Day at School (Lexile BR) Advanced –Good Job, Sam! (Lexile 70) DRA 6 ELL –Our School (Lexile BR ) DRA 1 Decodable Readers –“ A Good Job” “Fix It”

Words to Know: said, good, one


Key Vocabulary: Tier 2 words to explicitly teach: pounces, blend, patience, bloomer Tier 3 words to cover briefly: prey, cub, den,

Writing Vocabulary: Emphasis in Writing: Words associated with animals babies

Spelling Patterns: Word Families: ot

Grammar Skill: Pronouns: they, it, I

Writing Mode: Write to inform List: Structure of Numbered Lists Focus Trait: Organization Fluency Skill: Reading Rate

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How is Leo like the tiger in “A Tiger Grows Up”? If you were Leo, how would you be feeling? What else would show that Leo bloomed? What else would you like to learn about tigers? How does the baby tiger change as she gets older?

Activities Promoting Oracy: Quiz-Quiz-Trade




Essential Question: Why is the order of events in a selection important?


Target Skill: Sequence of Events Target Strategy: Visualize


RF.K.2e- Add or substitute sounds (phonemes) in simple, one-syllable words to make new words. RF.K.2d- Isolate and pronounce the initial, medial, vowel, and final sounds in three phoneme words. RF.K.3b- Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Ee RF.K.3c - Read common high-frequency words by sight: she, all,

All texts in this lesson are labeled as informational texts.

RI.K.2- With prompting and support, identify the main topic and retell key details of a text. RI.K.7- With prompting and support, describe the relationship between illustration and the text in which they appear. “Zinnia’s Flower Garden” “Oscar and the Frog” Connect to Science: “Growing Sunflowers”

W.K.5- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

SL.K.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. SL.K.3- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

LS.K.1.d- Understand and use question words (interrogatives). LS.K.6- Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Main Selection: Zinnia’s Flower Garden Text Type: Informational Text Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level – The Vegetable Garden (Lexile BR), DRA A On-Level –In The Garden (Lexile BR ) DRA 1 Advanced –A City Garden (Lexile BR) DRA 4 ELL –The Garden l (Lexile BR) DRA 1 Decodable Readers –“My Pet Dog” and “Ben and Jen”

Words to Know: she, all


Key Vocabulary: Tier 2 words to explicitly teach: stared, shrink, fragrant, pesky, inspects Tier 3 words to cover briefly: bank, gills, hatch, tadpole

Writing Vocabulary: Emphasis in Writing:

Spelling Patterns: Word Families: en, et

Grammar Skill: Proper Nouns for Days and Months

Writing Mode: Write to Inform, Invitations



Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How is Oscar different that the other animals Frog talks about? T175 How is Oscar the same as the other animals? What is your favorite fact you learned? Why? How would you classify the plants in Zinnia’s Garden? What would you recommend Zinnia plant in her Garden? Why would you recommend that? If you had a garden, what would you plant and why?

Activities Promoting Oracy:






Target Skill: Conclusions Target Strategy: Monitor/ Clarify


RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d Isolate and pronounce the initial, medial, vowel, and final sounds in three phoneme words. RF.K.2e Add or substitute individual sounds and simple one syllable words to make new words. RF.K.3a Demonstrate basic knowledge of one-to-one letter/sound correspondences by producing the primary or many of the most frequent sound for each consonant: Kk, Hh RF.K.3c Read common high-frequency words by sight: he, no

All of the texts in this lesson are for information.

RI.K.1 With prompting and support, ask and answer question about key details in a text. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. “Chameleon, Chameleon” Connect to Science “Amazing Animal Bodies” “Red Eyes or Blue Feathers”

W.K.7 Participate in shared research and writing projects. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.K.4 Describe familiar people, places, things and events and, with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

L.K.1.d Understand and use question words L.K.1.f Produce and expand complete sentences in shared language activities. L.K.2.b Recognize and name end punctuation. L.K.5.c Identify real-life connections between words and their use. L.K.5.d Distinguish shades of meaning among verbs describing the same general action by acting out the meanings.

Main Selection: “Chameleon, Chameleon” Text Type: Informational Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level – Bugs for Dinner (Lexile ?), DRA A On-Level –Feeding Our Pets (Lexile 10) DRA 1 Advanced –What Animals Eat (Lexile 70) DRA 6 ELL –Pets at School (Lexile 10) DRA 1 Decodable Readers –“Hog In A Hat” and “Kid Hid”

Words to Know: he, no


Key Vocabulary: Tier 2 words to explicitly teach: sly, communicate, mood, peaceful, juicy, poisonous Tier 3 words to cover briefly: temperature

Writing Vocabulary: Emphasis in Writing: animal description words

Spelling Patterns: Word Families: id

Grammar Skill: Questions (Capitalization and Punctuation)

Writing Mode: Write to Inform/ Report Focus Trait: Ideas Fluency Skill: Pause for Punctuation

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: Why would an animal want to blend in with its surroundings? If you were to add an animal to the book, what animal would you add and why? Do you think it is better to blend in or stick out? Why? What is the most important thing about chameleons? Suppose you could change colors; what would you do? What other information would you like to know about chameleons? How are chameleons and tree frogs alike? Different?





Essential Question: How do words and pictures help tell a story?


Target Skill: Text and Graphic Features Target Strategy: Summarize


RF.K.2c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d- Isolate and pronounce the initial, medial, vowel, and final sounds in three phoneme words. RF.K.2e- Add or substitute individual sounds and simple one syllable words to make new words. RF.K.3a- Demonstrate basic knowledge of one-to-one letter/sound correspondences by producing the primary or many of the most frequent sound for each consonant :Xx, Jj, Kk, Hh RF.K.3b- Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Ee, Oo RF.K.3c - Read common high-frequency words by sight: make, play, said, good, one, she, all, here, he, no

RL.K.2- With prompting and support, retell familiar stories, including key details. RL.K,3- With prompting and support, identify characters, settings, and major events in a story. RL.K.7- With prompting and support, describe the relationship between illustrations and the story in which they appear. “Pie in the Sky”

RI.K.2- With prompting and support, identify the main topic and retell key details of a text. RI.K.3- With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. “Bread Comes to Life” Connect to Social Studies: “From Apple Tree to Store”

W.K.2- Use a combination of drawing, dictation, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

SL.K.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.

L.K.2.b- Recognize and name end punctuation. L.K.5.a- Sort common objects into categories to gain a sense of the concepts the categories represent.

Main Selection: “Pie in the Sky” Text Type: Realistic Fiction Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level –The Baker (Lexile ?), DRA A On-Level –Apples (Lexile BR) DRA A Advanced –Making a Mud Pie (Lexile ?) DRA 4 ELL –We Like Apples (Lexile BR) DRA A Decodable Readers –“Six Pigs Hop” and “Play Kid, Play”

Words to Know: make, play, said, good, one, she, all, here, he, no


Key Vocabulary: Tier 2 words to explicitly teach: sturdy, damp, feast, finally Tier 3 words to cover briefly: crop, sprout, buds

Writing Vocabulary: Emphasis in Writing: words that relate to foods

Spelling Patterns: Word Families: og, op, en, id, ot, et

Grammar Skill: Exclamations (Capitalization and Punctuation)

Writing Mode: Writing to Inform / Report Focus Trait: Ideas Fluency Skill: Read with Expression

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: What is your favorite kind of bread? T335 Do you think it is better to make homemade bread or buy it from the store? Why? If you could grow a pie tree, what kind would you grow and why? How are we like the animals in the book? Different? How does the tree change through the year? What facts did you learn about making bread? Pie? What details could you add to improve the story? How would you compare making bread and pie?




Unit Name: Look At Us Unit: 6 Lesson #: 26 Length of Time: 1 week

Essential Question: What causes events in the story to happen?

Unit Big Ideas: We are growing up

Target Skill: Cause and Effect Target Strategy: Visualize


RF.K.2d- Isolate and pronounce the initial, medial, vowel, and final RF.K.2e- Add or substitute individual sounds and simple one syllable words to make new words. RF.K.3b- Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Uu RF.K.3c - Read common high-frequency words by sight: do, down, two

RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear. “Something Special” “Curious George Makes Pancakes”

RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear. Connect to Social Studies: “Jobs People Do”

W.K.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.

SL.K.4 Describe familiar people, places, things and events and, with prompting and support, provide additional detail.

L.K.1.b Use frequently occurring nouns and verbs. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Main Selection: “Something Special” Text Type: Fantasy Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level – Time for Breakfast! (Lexile BR), DRA 1 On-Level –Things I Can Do (Lexile BR) DRA 2 Advanced –Teamwork (Lexile 80) DRA 4 ELL –Things I Like to Do (Lexile BR) DRA 2 Decodable Readers –“”All In” and “Bug and Cat”

Words to Know: do, down, then


Key Vocabulary: Tier 2 words to explicitly teach: enormous, generous, volunteers, whiz Tier 3 words to cover briefly: mayor

Writing Vocabulary: Emphasis in Writing: Job related vocabulary

Spelling Patterns: Word Families: ug

Grammar Skill: Nouns: Singular and Plural

Writing Mode: Write to Express (Response to Literature) Sentence Frames: Expressing an Opinion

Focus Trait: Voice


Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How does the mayor feel about George? T15 If you were George, what would you do differently? What advice would you give George? The cook? Why? Which Curious George book do you like best? Why? How are you special like the characters in the book? What would you tell Sam if you were there? Is this a good title for the story? Why or Why not? How would you feel if you were Sam? His sister/ brother? Why? Which job would you like? Why? What other jobs could be added to the book?




Unit Name: Look At Us! Unit: 6 Lesson #: 27`

Length of Time: 1 week

Essential Question: How can I compare and contrast things from a story?

Unit Big Ideas: We are growing up.

Target Skill: Compare and Contrast Target Strategy: Monitor/Clarify


RF.K.2.c – Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2d- Isolate and pronounce the initial, medial, vowel, and final sound in three phoneme words. RF.K3a- Demonstrate basic knowledge of one-to-one letter/sound correspondences by producing the primary or many of the most frequent sound for each consonant: Ll, Ww RF.K.3c - Read common high-frequency words by sight: have, help, then RF.K.4 – Read emergent-reader text with purpose and understanding.

RL.K.1- With prompting and support, ask and answer questions about key details in a text. RL.K.2- With prompting and support, retell familiar stories including key details RL.K.3- With prompting and support, identify characters, settings, and major events in the story RL. K.9- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.9- Actively engage in group reading activities with purpose and understanding.

RI.K.4 – With prompting and support, ask and answer questions about unknown words in a text. RI.K.7 – With prompting and support, describe the relationship between illustrations and the text in which they appear. (picture clues) RI.K.9- With prompting and support, identify basic similarities in and differences between two texts on the same topic. “Cross Country Trip”

W.K.5 – With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.K.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. SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

L.K.5a. – Sort common objects into categories to gain a sense of the concepts the categories represent L.K.5b – Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). L.K.5c – Identity real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5d-Distinguish shades of meaning among verbs describing the same action by acting out the meanings.

Main Selection: “One of Three” Text Type: Realistic Fiction Considering Text Complexity: Lexile Level- 460L

Small Group Differentiation for Tiered Groups: Below Level – Our Room (Lexile BR), DRA A On-Level –My Big Brother Ned (Lexile ) DRA 2 Advanced –Dan and His Brothers (Lexile 70) DRA 4 ELL –My Brother (Lexile ) DRA 2 Decodable Readers –“Win a Cup!” and “Wes Can Help”

Words to Know: have, help, then


Key Vocabulary: Tier 2 words to explicitly teach: firmly, light, launched, replied Tier 3 words to cover briefly: since, invited, remember, triplets

Writing Vocabulary: Emphasis in Writing: family words animal words

Spelling Patterns: Word Families: in

Grammar Skill: subject-verb agreement (past, present, future)

Writing Mode: Write to Express (Response to Literature) Sentence Frames: Giving Reasons

Focus Trait: Ideas

Fluency Skill: Read with expression

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: When have you felt left out and why did you feel that way? How is your family like the family in the story? How is your family different?

Activities Promoting Oracy: Four Corners: Think, Pair, Share and Timed Pair Share Realia/Show and Tell Numbered Heads





Essential Question: How do I know what parts of the story are important?


Target Skill: Story Structure Target Strategy: Infer/Predict


RF.K.1 – Demonstrate the understanding of the organization and basic features of print. RF.K.2- Demonstrate understanding of spoken words, syllables, and sounds phonemes). RF.K.2a – Recognize and produce rhyming words. RF.K.2c – Blend and segment onsets and rimes of single- syllable spoken words. RF.K3a- Demonstrate basic knowledge of one-to-one letter/sound correspondences by producing the primary or many of the most frequent sound for each consonant: Vv, Zz RF.K.3b - Read common high-frequency words by sight: look, out

RL.K.1- With prompting and support, ask and answer questions about key details in a text. RL.K.2- With prompting and support, retell familiar stories including key details RL.K.3- With prompting and support, identify characters, settings, and major events in the story. RL.K.4 – Ask and answer questions about unknown words in a text. RL. K.9- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10- Actively engage in group reading activities with purpose and understanding. Fantasy: “You Can Do It, Curious George!” Poetry: “Whistling”

W.K.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…). W.K.5 – With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.7 – Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.1a – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns talking). SL.K.1b – Continue a conversation through multiple exchanges. (ask a follow up question) SL.K.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. SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

L.K.5a. – Sort common objects into categories to gain a sense of the concepts the categories represent L.K.5b – Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). L.K.5c – Identity real-life connections between words and their use (e.g., note places at school that are colorful). L.K.5d-Distinguish shades of meaning among verbs describing the same action by acting out the meanings.

Main Selection: “You Can Do It, Curious George!” Text Type: Fantasy, Poetry Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level – “Up and Away, Curious George!” (Lexile BR), DRA 1 On-Level –“Curious George Goes for a Ride” (Lexile ) DRA 2 Advanced –“Curious George and the Newspapers” (Lexile 70) DRA 10 ELL –“Curious George Likes to Ride” (Lexile ) DRA 2 Decodable Readers –“Vet on a Job!” and “Roz the Vet”

Words to Know: look, out


Key Vocabulary: Tier 2 words to explicitly teach: different, valley, prize, waiters, chef Tier 3 words to cover briefly: bellowed, weary, rumble

Writing Vocabulary: Emphasis in Writing: draw and write about something you can do

Spelling Patterns: Word Families: eg

Grammar Skill: subject-verb agreement (past, present, future)

Writing Mode: Write to Express (Response to Literature) Sentence Frames: Giving Reasons

Focus Trait: Ideas

Fluency Skill: Pause for punctuation

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How did George feel? How would you feel?

Activities Promoting Oracy: Think, Pair, Share and Timed Pair Share





Essential Question: How can details help me understand a main idea from a selection?


Target Skill: Main Idea and Details Target Strategy: Question


RF.K.2- Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.2a – Recognize and produce rhyming words. RF.K.2b – Count, pronounce, blend, and segment syllables in spoken words. RF.K3a- Demonstrate basic knowledge of one-to-one letter/sound correspondences by producing the primary or many of the most frequent sound for each consonant: Yy, Qq (qu) RF.K.3b - Read common high-frequency words by sight: off, take

RL.K.1- With prompting and support, ask and answer questions about key details in a text. RL.K.2- With prompting and support, retell familiar stories including key details RL.K.3- With prompting and support, identify characters, settings, and major events in the story. RL. K.9- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Fairy Tale: “The Three Little Pigs”

RI.K.2 – With prompting and support, identify the main topic and retell key details of a text. RI.K.7 – With prompting and support, describe the relationship between illustrations and the text in which they appear. (picture clues) Informational Text: “Look at Us”

W.K.5 – With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5-Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly.

L.K.1e – Use the most frequently occurring prepositions (to, from, in, out, on, off, for, of, by, with). L.K.1f – Produce and expand complete sentences in shared language activities. L.K.5c – Identity real-life connections between words and their use (e.g., note places at school that are colorful).

Main Selection: “Look at Us” Text Type: Informational, Fairy Tale Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level – “Zoom!” (Lexile BR), DRA A On-Level –“Riding to School” (Lexile 90) DRA 2 Advanced –“Lots of Helpers” (Lexile ) DRA 3 ELL –“Going to School” (Lexile ) DRA 2 Decodable Readers –“Not Yet” and “Can Not Quit Yet”

Words to Know: off, take


Key Vocabulary: Tier 2 words to explicitly teach: mumbled, proud, embarrassed, visitors Tier 3 words to cover briefly: languages

Writing Vocabulary: Emphasis in Writing: draw and write about something you learned to do at school

Spelling Patterns: Word Families: ake

Grammar Skill: prepositions: for, to, with

Writing Mode: Write to Express Poems Focus Trait: Organization Fluency Skill: reading rate

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: How is Baby Brains different from most babies? If you were a Baby Brain how would you use your brain? What makes a person popular? How do you have to act to be popular?

Activities Promoting Oracy: Hand Up, Pair Up





Essential Question: What clues tell you what a character is thinking and feeling?


Target Skill: Understanding Characters Target Strategy: Summarize


RF.K.2- Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.3b-Associate the long and short sounds with common spellings for the five major vowels. RF.K.3c - Read common high-frequency words by sight: do, down, two, have, help, then, look, out, off, take

RL.K.1- With prompting and support, ask and answer questions about key details in a text. RL.K.2- With prompting and support, retell familiar stories including key details RL.K.3- With prompting and support, identify characters, settings, and major events in the story. RL. K.9- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Fairy Tale: “Miss Bindergarten Celebrates the Last Day of Kindergarten”

RI.K.2 – With prompting and support, identify the main topic and retell key details of a text. RI.K.3-With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.7 – With prompting and support, describe the relationship between illustrations and the text in which they appear. (picture clues) RI.K.10-Actively engage in group reading activities with purpose and understanding. Informational Text: “Schools Then and Now”

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.

SL.K.1-Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.3-Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

L.K.1c-Form regular plural nouns orally by adding /s/ or /es/. L.K.2c-Write a letter or letters for most consonant and short-vowel sounds. L.K.5c – Identity real-life connections between words and their use (e.g., note places at school that are colorful).

Main Selection: “Look at Us” Text Type: Informational, Fairy Tale Considering Text Complexity: Lexile Level

Small Group Differentiation for Tiered Groups: Below Level – “Our Class Band” (Lexile BR), DRA 1 On-Level –“The Costume Box” (Lexile BR) DRA 2 Advanced –“A Very Nice Lunch” (Lexile ) DRA 6 ELL –“Dressing Up” (Lexile BR ) DRA 2 Decodable Readers –“Max is Down” and “A Fun Job”

Words to Know: do, down, two, have, help, then, look, out, off, take


Key Vocabulary: Tier 2 words to explicitly teach: judge, announce Tier 3 words to cover briefly: Perfume, success, balance

Writing Vocabulary: Emphasis in Writing: Words that describe the end of school or summer words

Spelling Patterns: Word Families: un

Grammar Skill: prepositions: In, on, up, out

Writing Mode: Write to Express Poems Focus Trait: Organization Fluency Skill: read with expression

Activities Promoting Higher Levels of Bloom’s: Examples of Questions: What do you think a pet show is? If you were the judge who would you give the prize to? Why? What do you think the kindergartners will do on their last day of kindergarten? Compare and contrast characters in the stories.

Activities Promoting Oracy: TPS: what pet would you bring to a pet show and why?

english language arts k - gckschools.com

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