English Language Arts Kindergarten

Curriculum Map

Purpose of the Curriculum Map

The English Language Arts Curriculum Map is a tool for organizing what students should know and be able to do in literacy each year. Each document lists the main concepts and skills for each grade level of the Common Core State Standards for English Language Arts. As you can imagine, a two- dimensional map cannot capture the rich, multi-dimensional curriculum we teach. In fact, the ELA Common Core State Standards themselves define what is most essential, they do not describe all that can or should be taught. Nonetheless, the documents serve as a tool that can guide teachers to plan and pace instructional experiences in order to ensure a guaranteed and viable curriculum for all students.

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

The K-12 grade-specific standards define end-of-year expectations

and a cumulative progression designed to enable students to meet

college and career readiness expectations no later than the end of

high school. Students advancing through the grades are expected to

meet each year’s grade –specific standards, retain or further develop

skills and understanding mastered in preceding grades.

Common Core State Standards for English Language Arts & Literacy

in History/Social Studies, Science, Technical Subjects

Organization and Use of the Curriculum Map

The ELA Curriculum Map is organized into 4 sections: Systematic &

Explicit Literacy Instruction, Writing and Language Development,

Content Literacy & Inquiry, and Research Projects. The standards are

organized within the sections in order to serve as a guide for

teaching, planning, and pacing focused on the selected standards in

each quarter. Each section includes a focus on the strands of the ELA

CCSS. The organization of the ELA CCSS Strands within the SLPS

Curriculum Map is illustrated below:

Systematic & Explicit Literacy

Instruction

Writing and Language

Development

Content Literacy & Inquiry

Research Projects

*Reading Literature *Reading Informational Text *Reading Foundational Skills *Speaking and Listening

* Writing *Language

*Reading Informational Text *Language *Speaking and Listening *NGSSS (Science/Social Studies)

*Writing *Speaking and Listening

While the Standards and the Curriculum Map are divided into these

sections for conceptual clarity, the processes are closely connected.

The Standards delineate specific expectations within these strands;

each need not be a separate focus for instruction and assessment.

Often several standards can be addressed by a single rich task.

Florida Coding Schema

Scales & Checklists

Scales are utilized as instructional resources in order to monitor and

track student progress and mastery of the ELA Common Core State

Standards. Scales are matched to the instructional target identified by

the teacher that is most closely aligned to the content of the text.

Scales may be posted/provided for a unit, week, or daily instruction

depending on data and learning target.

Kindergarten Scales

Checklists are utilized as instructional resources in order to monitor

and track student progress and mastery of the ELA Common Core

State Standards. Checklists are located in the instructional resources

sections of Foundational Skills, Language, and Speaking & Listening.

Kindergarten Checklists

Kindergarten English Language Arts Curriculum Map

The Common Core State Standards call for students in Kindergarten to engage in group reading activities with purpose and understanding, with prompting and support, so they can ask and answer questions about key details in a text. Students retell stories, including key details, with prompting and support. They can, with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories and identify basic similarities in and differences between two texts on the same topic. Additional Standards for Reading Literature (RL.2-9) and Standards for Reading Informational Text (RI.2-9) offer detailed expectations for student academic performance in preparation for college and careers. Students in grade K use foundational skills to develop and demonstrate long and short sounds, high frequency words, and additional word analysis skills when decoding, which in turn will provide fundamental block for future fluency and when reading new and unfamiliar material. Students emerge from grade K with an expanded academic vocabulary that they use in their speaking and writing.

In support of the reading standards, students are taught, with prompting and support, to confirm understanding of a text read aloud or information presented orally by asking and answering questions of a speaker or classmate to deepen understanding of the material covered.

Students develop and organize writing in a manner appropriate to the task and purpose and to write routinely for a range of timeframes and contexts. Writing narratives teaches students to describe accurately what happened and helps them recognize and select relevant information when reading. Students’ readings of history and science texts provide models of using information when writing to inform/explain or to express an opinion.

The Kindergarten Content Framework outlines the guiding principles/practices of integrated literacy.

Systematic & Explicit Literacy

Instruction

Reading Complex Text

Cite Evidence

RI.1 & RL.1

Analyze Content

RL.2-9 & RI.2.9

Study & Apply Vocabulary

L.4-6

Conduct Discussions

SL.1-3

Reading Foundational

Skills

Writing & Language

Development

Writing to Texts

W.1-6 & W.9-10

Routine Writing

Develop & Convey

Understanding

2 Analyses Focus on

Opinions & Informing/ Explaning

1-2 Narratives Convey

Experiences, Events, and/or

Procedures

Study and Apply

Grammar

Content Literacy &

Inquiry

Reading Complex Text Focused on

NGSSS for Science & Social

Studies

Cite Evidence RI.1

Analyze Content

RI.2-9

Study & Apply Domain-Specific

Vocabulary

Content Discussions

SL.1-3

Inquiry & Class Activities to

Support Understanding

of the Topic

Research Projects

Integrate Knowledge

from Sources when

Composing

Reporting Findings

SL.4-6

Kindergarten Content Framework

Explicit Literacy Instruction Utilizing Grade Level Complex Text

Systematic & Explicit LIteracy Instruction

Read Complex Text

Cite Evidence

Analyze Content

Conduct Discussions

Study and Apply

Vocabulary

Reading Foundational

Skills

When designing

learning

experiences for

students, grade-

level complex text

should be utilized

where students are

to cite evidence

when analyzing

content and

participating in

discussions about

text. Vocabulary is chosen in

order to develop

students’ use and

understanding of grade

appropriate terms.

Instruction of

foundational skills is

focused on long and

short sounds, high

frequency words, and

word analysis in

order to build student

fluency when reading

grade-level text.

Systematic & Explicit Literacy Instruction Reading Complex Texts: Exposing students to grade-level texts of appropriate complexity lies at the heart of the Common Core State Standards. The module reflects the balance of 50 percent informational text and 50 percent literature that students are expected to read, including reading in ELA, science, social studies, and the arts.

LACC.K.RL.4.10 Actively engage in group reading activities with purpose and understanding. LACC.K.RI.4.10 Actively engage in group reading activities with purpose and understanding.

Five to nine short texts from across the curriculum: Selections would include short texts from across the curriculum of sufficient complexity for close reading (with emphasis on myths/fables) that would allow students to draw evidence from the texts and present their analyses in writing as well as through speaking. Educators can create coherence within the curriculum as a whole by choosing short texts to complement the extended text described, by focusing instruction on similar standards and skills across multiple genres, and by choosing informational texts that build the background knowledge needed to read and comprehend other texts students will study. (Shorter texts can be chosen from Journeys, Science Fusion, DBQ, Appendix B, Etc.) *Each Unit of Journeys has a theme. Within the unit of Instruction there are 5 main selections and 5 paired selections to deepen students understanding of the theme. Leveled readers, Science Fusion Instructional Materials, DBQ, and Appendix B resources can provide additional text support for building knowledge and understanding of the Journeys theme.

One extended text:

This should be an extended, full-length work of literature (such as a novel or a

play) or longer informational text. Like the others, this text would be aligned

with the complexity and range specifications of the standards. As with shorter

texts, students would perform a close, analytic reading of the extended text;

compare and synthesize ideas across other related texts; conduct text-focused

discussions; and produce written work aligned with the standards.

Cite Evidence:

The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade K, students should refer explicitly to the text as the basis for answers. The ability to cite evidence and refer to the text as a basis for answers should be incorporated into all lessons, units, and

learning experiences.

LACC.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. LACC.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.

Analyze Content:

The content of each text should determine which standards (RL/RI.2-9) to target, allowing teachers to focus instruction and ensure

that all the standards have been taught by the end of the year.

LACC.K.RL.1.2 With prompting and support, retell familiar stories, including key details. LACC.K.RL.1.3 With prompting and support, identify characters, settings, and major events in a story. LACC.K.RL.2.4 Ask and answer questions about unknown words in a text. LACC.K.RL.2.5 Recognize common types of texts (e.g., storybooks, poems). LACC.K.RL.2.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. LACC.K.RL.3.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). LACC.K.RL.3.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

LACC.K.RI.1.2 With prompting and support, identify the main topic and retell key details of a text. LACC.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. LACC.K.RI.2.4 With prompting and support, ask and answer questions about unknown words in a text. LACC.K.RI.2.5 Identify the front cover, back cover, and title page of a book. LACC.K.RI.2.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. LACC.K.RI.3.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). LACC.K.RI.3.8 With prompting and support, identify the reasons an author gives to support points in a text. LACC.K.RI.3.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Study and Apply Vocabulary:

Focus vocabulary instruction on words that students would be encouraged to use in writing and speaking. Students should be given 5–10 Tier 2 academic words per week for each text. Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’

meaning(s) and use the words effectively when writing and speaking.

LACC.K.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b) Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown.

LACC.K.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a.) Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b.) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c.) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard,

wondered). LACC.K.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Conduct Discussions:

Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion.

LACC.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a.) Follow agreed-upon rules for discussions(e.g., listening to others and taking turns speaking about the topics and texts under discussions) b.) Continue a conversation through multiple exchanges.

LACC.K.SL.1.2 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. LACC.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Foundational Skills:

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components

of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach

students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

LACC.K.RF.1.1 Demonstrate understanding of the organization and basic features of print. a.) Follow words from left to right, top to bottom, and page by page. b.) Recognize that spoken words are represented in written language by specific sequences of letters. c.) Understand that words are separated by spaces in print. d.) Recognize and name all upper-and lowercase letters of the alphabet.

LACC.K.RF.2.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a.) Recognize and produce rhyming words.

b.) Count, pronounce, blend, and segment syllables in spoken words. c.) Blend and segment onsets and rimes of single-syllable spoken words. d.) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This

does not include CVCs ending with /l/, /r/, or /x/). e.) Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

LACC.K.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a.) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

b.) Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c.) Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d.) Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

LACC.K.RF.4.4 Read emergent-reader texts with purpose and understanding.

Writing and Language Development

Writing to Texts

Routine Writing

1 Analysis

1-2 Narratives

Study and Apply Grammar

Writing and Language Development Writing to Texts:

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating

understanding of the subjects they are studying and conveying real or imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational

sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

The balance of student writing should be 65 percent analytical (30 percent opinions and 35 percent to explain/inform) and 35 percent narrative with a mix of

on-demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.

Routine Writing:

Repeated opportunities to write responses, such as short constructed-responses to text-dependent questions, which build content knowledge and provide opportunities for reflection on a specific aspect of a text or texts; routine writing include quick writes, logs, journals, dialectical notebooks, and many other types

of low-stakes writing.

LACC.K.W.1.1 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 . . .). LACC.K.W.1.2 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. LACC.K.W.1.3 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. LACC.K.W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Analytical Writing (1 per Quarter):

Writing that places a premium on using evidence while demonstrating logical integration and coherence in order to inform/explain, convey an opinion, advance

an argument, or simultaneously meet a combination of these purposes. Notably, narrative elements may also be included in analytic writing, but informative/explanatory or opinion/argumentative elements must be included for a piece to be considered analytic writing.

These responses can vary in length based on the questions asked and task performed, from answering brief questions to crafting longer responses, allowing

teachers to assess students’ ability to paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read.

LACC.K.W.1.1 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 . . .). LACC.K.W.1.2 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. LACC.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. LACC.K.W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Narratives (1-2 per Quarter):

From the importance of organization to the nuance of word choice, shaping narratives that reflect real or imagined experiences or events provide an additional opportunity for students to reflect on and to emulate what they have read. Narrative writing takes two distinct forms: narrative story and narrative description.

The narrative story about real or imagined situations and characters uses time as its deep structure. Such writing includes the subgenres of creative fiction, as

well as memoirs, anecdotes, biographies, and autobiographies.

The narrative description differs from the narrative story in that it is used to create for the reader a vivid impression of a person, phenomenon, event, or procedure under study.

Narrative writing offers students opportunities to express personal ideas and experiences; craft their own stories and descriptions; and deepen their

understandings of literary concepts, structures, and genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. It also provides an additional opportunity for students to reflect on what they read through imaginative writing and to practice sequencing events and ideas through narrative

descriptions.

LACC.K.W.1.3 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. LACC.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. LACC.K.W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Study and Apply Grammar:

While grammar is meant to be a normal, everyday part of what students do, students should be taught explicit lessons in grammar as thy read, write, and speak.

LACC.K.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.) Print all upper- and lowercase letters. b.) Use frequently occurring nouns and verbs. c.) Form regular plural nouns orally by adding /s/or /es/ (e.g., dog, dogs; wish, wishes). d.) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e.) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f.) Produce and expand complete sentences in shared language activities.

LACC.K.L.1.2 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 (phonemes). d.) Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Content Literacy Instruction & Inquiry

Reading Complex Text focused on NGSSS for

Science & Social Studies

Cite Evidence

Analyze Content

Content Discussion

Study and Apply Domain-Specific

Vocabulary

Inquiry & Class Activities to Support

Understanding of Topic When

designing

learning

experiences

for students,

grade-level

complex text

should be

utilized,

focused on

specific NGSSS

in Science and

Social Studies,

where

students are

to cite

evidence

when

analyzing

content and

participating

in discussions

about text.

Vocabulary is

chosen in order to

develop students’

use and

understanding of

grade appropriate

content.

Inquiry, labs, and

class activities are

developed in order

to deepen student

understanding of the

content read.

Content Literacy & Inquiry

Reading Complex Text Focused on NGSSS for Science:

Science text often presents students with particular roadblocks to learning because the vocabulary is technical, the text is filled with symbols and formulas and it is often written in an expository style.

Reading Complex Text Focused on NGSSS for Social Studies:

Students’ success with social studies text requires them to have not only basic level skills such as the ability to build contextual select main ideas and details, but also the ability to use higher order thinking skills to analyze text format and structure, evaluate perspective and sources, and synthesize across multiple texts.

LACC.K.RI.4.10 Actively engage in group reading activities with purpose and understanding.

Cite Evidence:

The goal of close, analytical reading is to be able to discern and cite evidence from the text to support assertions. In grade K, students should refer explicitly to the text as the basis for answers. The ability to cite evidence and refer to the text as a basis for answers should be incorporated into all lessons, units, and learning experiences.

LACC.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.

Analyze Content: Explicit teaching and modeling of the NGSSS Science Standards coupled with the Informational Text Standards of the ELA CCSS (RI.2-9) should occur in order to gain knowledge from challenging texts that use diagrams and data to convey information and illustrate concepts.

Analyze Content: Explicit teaching and modeling of the NGSSS Social Studies Standards coupled with the Informational Text Standards of the ELA CCSS (RI.2-9) should occur in order to learn facts, understand context and relationships, and make connections from differing periods of history to current events.

Kindergarten Science Scope and Sequence

The Practice of Science

Unit 1: Matter

Unit 2: Motion

Unit 3: Energy

Unit 4: Earth

Unit 5: Living Things

Kindergarten Social Studies Scope and Sequence

Topic of Study: Citizenship and My Community

Topic of Study: People and Events of Now and Long Ago

Topic of Study: Maps and Geography

Topic of Study: Needs, Wants, and Money

Study & Apply Domain- Specific Vocabulary: Students require multiple exposures to targeted vocabulary words in authentic contexts to retain an understanding of the words’ meaning(s) and use the words effectively when writing and speaking.

LACC.K.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a.) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b.) Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown.

LACC.K.L.3.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

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

LACC.K.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Content Discussion: Students should engage in a range of collaborative discussions (one-on-one, small group, teacher-led), enabling them to ask questions to check their understanding and stay on topic while explaining their own understanding in light of the discussion.

LACC.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a.) Follow agreed-upon rules for discussions(e.g., listening to others and taking turns speaking about the topics and texts under discussions) b.) Continue a conversation through multiple exchanges.

LACC.K.SL.1.2 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. LACC.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Inquiry & Class Activities to Support Understanding of the Topic: Lab experiences provide students with an opportunity to learn and remember some of the abstract vocabulary found in science text. Lab experiences also provide an opportunity for students to make the reading/writing connection through the recording of observations, predictions, and developing hypotheses. Inquiry-based science encourages students to use higher order thinking skills and conduct investigations. Students need support with selecting tools, such as graphic organizers or learning logs, to collect information from text or experiments as they search for answers. Organizing their findings and thoughts through writing helps students summarize, synthesize, and reflect on what they have read or discovered during their investigative methods.

Inquiry & Class Activities to Support Understanding of the Topic:

Class activities should support the reading/writing connection and help students move from a basic understanding of historical concepts, bias, issues of equality, and differing points of view. Instruction should transition from a focus of the ELA CCSS for Informational Text to writing opinion and argumentative essays supported by students’ understanding of the topic. By writing about the information collected during reading of social studies texts, students have the opportunity to clearly define their thinking and understanding.

Kindergarten Science Scope and Sequence Kindergarten Social Studies Scope and Sequence

Research Project: Students should participate in shared research and writing projects to address a significant topic, problem or issue. This task should entail recalling information from experiences (with prompting and support), and gathering information from provided sources (with prompting and support) to answer a question about a topic drawn from one or more of the texts used during the quarter. Students can present their findings in a variety of modes in both informal and more formal contexts.

LACC.K.W.1.1 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 . . .). LACC.K.W.1.2 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. LACC.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. LACC.K.W.2.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. LACC.K.W.3.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). LACC.K.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LACC.K.SL.2.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Research Projects

Integrate Knowledge from Sources

Reporting Findings

Students utilize

one or more of

the texts used

during the

quarter to

address a topic,

problem, or

issue.

Students

present

findings in a

variety of

formal and

informal

modes.

LACC.K.SL.2.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. LACC.K.SL.2.6 Speak audibly and express thoughts, feelings, and ideas clearly.

SLPS K-5 Integrated Literacy Routine

SLPS K-5 Integrated Literacy Routine Support Manual