language arts curriculum - lower dauphin school district … · lower dauphin school district...

LOWER DAUPHIN SCHOOL DISTRICT

Language Arts Curriculum Maps – Kindergarten

10/22/2014

Topic: Reading Informational Text

Concept: 1 Informational

Preview, Predict and Set Purpose CC.1.2.K.E, CC.1.2.K.L


Key Ideas and Details CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.C

Lesson Essential Questions:

What is an effective text preview in informational text?

How can I use text features (title, table of contents,

illustrations/photographs, headings, graphs,

charts, tables, glossary) to gather key details?

How does determining the text structure help me

gather key details?

How do I use previewing to set a purpose for

reading?

How does a picture walk help me to find out what I will

learn about?

How do I monitor and modify my predictions as I read?

Main Idea Lesson Essential Questions:

How do I identify the main idea? (with prompting and support) How do I retell key details of the text ? (with prompting and support) Text Analysis Lesson Essential Questions:

How do I answer questions about key details in a text ? (with prompting and support) How do I make a connection between two individual events, ideas or pieces of information in a text ? (with prompting and support)

Vocabulary:

Picture walk, title, cover, text features, purpose, author Vocabulary:

main idea, key details, question, connection, ideas, events, information

Key Learning: Students read, understand, and respond to informational text with an emphasis on

comprehension, making connections among ideas and between texts, and textual evidence.

Unit Essential Questions:

1. How do I read, understand and respond to informational text?

2. How do I make connections among ideas and between texts?

3. How do I use textual evidence effectively?



10/22/2014


Craft and Structure CC 1.2.K.D, CC1.2.K.E, CC1.2.K.F

Concept: 4 Informational Integration of Knowledge and Ideas CC1.2.K.G, CC 1.2.K.H, CC 1.2.K.I

Point of View Lesson Essential Questions:

How can I identify the author of the text? How can I identify the illustrator of the text? What is the role of an author in a text? What is the role of an illustrator in a text? How do they work together? Text Structure Lesson Essential Question:

How do I identify parts of a text (beginning, end, details)?

Vocabulary Lesson Essential Question:

How do I ask and answer questions about unknown words in a text? (with prompting and support)

Diverse Media Lesson Essential Question:

How do the illustrations help me understand the text? Evaluating Arguments Lesson Essential Question:

What reasons did the author give to support the important points in the text? (with prompting and support) Analysis Across Texts Lesson Essential Question:

How do I identify basic similarities and differences between two texts on the same topic (read or read aloud)? (with prompting and support)

Vocabulary:

Author, illustrator, role, beginning, end, details, unknown words

Vocabulary:

Illustrations, text, reasons, points, similarities, differences, topic


Vocabulary Acquisition and Use CC1.2.K.J, CC1.2.K.K


How do I build my vocabulary to include new words?

How do I use words and phrases that I hear and see in daily conversations and writing?

How do I figure out the meaning of an unknown word or phrase?

How do I figure out the meaning of words with multiple meanings? What tools and strategies can I use to find the meaning of a word I do not know?

Vocabulary:

Unknown word, phrase, conversation



10/22/2014

Topic: Reading Literature

Concept: 1 Literature

Preview, Predict and Set Purpose CC.1.3.K.D, CC.1.3.K.K


Key Ideas and Details CC.1.3.K.A, CC.1.3.K.B, CC.1.3.K.C


How can the title and the cover of a book help me think about the message of a story? How do I determine a purpose before reading literature? How can a picture walk help me make predictions about the story?

Theme Lesson Essential Question:

How can I use key details in my retelling? How can I start at the beginning and tell what happened in the story? Text Analysis Lesson Essential Question:

How can I use key details to answer questions about a story? Literary Elements Lesson Essential Question:

How do I identify the characters, setting and major events?

Vocabulary:

title, cover, illustrations, author, illustrator, picture walk

Vocabulary:

Key details, retelling, story elements, characters, setting, major events, beginning, end, before/after

Key Learning: Students read and respond to works of literature – with emphasis on comprehension,

making connections among ideas and between texts, and textual evidence.

Unit Essential Questions:

1. How do I read, understand and respond to literature?

2. How do I make connections among ideas and between texts?

3. How do I use textual evidence effectively?



10/22/2014

Concept: 3 Literature Craft and Structure CC.1.3.K.D, CC.1.3.K.E, CC 1.3.K.F

Concept: 4 Literature Integration of Knowledge and Ideas CC.1.3.K.G, CC.1.3.K.H

Point of View Lesson Essential Questions:

How can I identify the author of the story? How can I identify the illustrator of the story? What is the role of an author in a story? What is the role of an illustrator in a story? How do they work together?

Text Structure Lesson Essential Questions:

How do I know what type of text I am reading (stories, poem)? How do I identify important parts of the book (beginning, end, details)?

Vocabulary Lesson Essential Question:

How do I ask and answer questions about unknown words in a text? (with prompting and support)

Sources of Information Lesson Essential Questions:

How are the illustrations and the text connected?

(read or read aloud) Text Analysis Lesson Essential Questions:

How do I compare and contrast the adventures and experiences of characters in stories?

Vocabulary:

Poem, story, author, illustrator, role, beginning, end, details, type of text, unknown words

Vocabulary:

Illustrations, text, connection, compare and contrast, adventures, experiences, characters


Vocabulary Acquisition and Use CC.1.3.K.I, CC.1.3.K.J


How do I build my vocabulary to include new words?

How do I use new vocabulary in daily conversation and writing?

How do I figure out the meaning of an unknown word or phrase?

How do I figure out the meaning of words with multiple meanings?

What tools and strategies can I use to find the meaning of a word I do not know?

Vocabulary:

unknown word, meaning, context, vocabulary, resources (word wall, reference materials, text)



10/22/2014

Topic: Foundational Skills

Concept:

1 Foundational Skills

Book Handling Skills CC.1.1.K.A

Concept:


Print Concepts – organization and basic

features of print CC.1.1.K.B

Concept:


Print Concepts – organization and basic

features of print CC.1.1.K.B


How do I handle a book? What are the parts of a book? What can I learn from the front of a book? What is the difference between illustrations and print? How do I tell “the end” after the last page of the book?


How is print used to help me read? How do I follow a text when I read? How do I know the difference between letters, words and sentences? How are sounds in words shown in print? Why are spaces shown in print?


How do letters help me read? Why is it important for me to know letter names? Why is it important to quickly name letters? Why is it important to put letters in order?

Vocabulary:

front cover, back cover, words, title, author, illustrator, title page, illustrations, end, tell

Vocabulary:

Left to right, top to bottom, page by page, front back, return sweep Letter, word, sentence, order Sounds, print, match, point (one-to-one correspondence) Space Letters make words. Words make sentences. Words are sounds written in a specific sequence of letters.

Vocabulary:

Letter, uppercase, lowercase, alphabet, fluency (with letter naming), alphabet arc, Letter Naming Targets Fall: 8-34 (letters produced per minute) Winter: 27-40 Spring: 40-49

Key Learning: Effective readers use appropriate strategies to construct meaning and apply a working

knowledge of concepts of print, alphabetic principle and other basic conventions.

Unit Essential Question:

How do strategic readers create meaning from informational and literary text? (teacher)

How can I put together everything I know about print, letters, and sounds to read? (student)



10/22/2014

Websites:

FCRR – Rhyme and Alliteration http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part1.pdf

Websites:

FCRR – Sentence Segmentation, Syllables, Onset and Rime

http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part2.pdf

Websites: FCRR – Letter Recognition http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part1.pdf

Apps for Book Handling:

Apps for Print Concepts: Rainbow Sentences Sentence Builder

Apps for Print Concepts:

ABC Magic Letter School Letter Quiz Wet Dry Try (HWT) Starfall ABCs iWriteWords

Resources Big books Language Experience Charts Daily 5 (Boushey & Moser) CAFÉ (Boushey & Moser) Month by Month Reading and Writing for Kindergarten: Systematic, Multilevel Instruction (Hall & Cunningham) Lower Dauphin School District Instruction

and Intervention Toolkit -

http://www.ldsd.org/Page/231

Resources Big books Language Experience Charts Daily 5 (Boushey & Moser) CAFÉ (Boushey & Moser) Guess the Covered Word Month by Month Reading and Writing for Kindergarten: Systematic, Multilevel Instruction (Hall & Cunningham) Lower Dauphin School District Instruction

and Intervention Toolkit -


Resources Letter Sorting Letter Matching ABC books Alphabet Bingo Letter Manipulatives Music (Dr. Jean, Jack Hartmann, HWT)

Handwriting Without Tears

Letter Sound Mouth Gestures

Phonics Lessons: Letters, Words, and How They Work: Grade K (Fountas & Pinnell)

Building Words (Beck)

Lower Dauphin School District

Instruction and Intervention Toolkit -






http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part1.pdf







10/22/2014

Concept:


Phonological Awareness Rhyming CC.1.1.K.C

Concept:

4 Foundational Skills Phonological Awareness Syllables in Spoken Words CC.1.1.K.C

Concept:

5 Foundational Skills Phonological Awareness Onset Rime in Spoken Words (single syllable) CC.1.1.K.C

Concept:

6 Foundational Skills Phonological Awareness CVC Words CC.1.1.K.C


How do I know when words rhyme? How can I make words rhyme?


How do I count syllables in words? How do I break a word into parts? How do I pronounce individual syllables in a word? How do I blend syllables to say a word?


How do I break a word into parts? How do I pronounce the onset of a word? How do I pronounce the rime? How do I blend sounds to say a word?


How do I isolate individual sounds in CVC words? How do I pronounce the initial sound of a CVC word? How do I pronounce the medial vowel sound of a CVC word? How do I pronounce the final sound of a CVC word? How do I segment a word to produce each sound in the word?

Vocabulary: Rhyme recognize, produce Rhyming words sound the same at the end

Vocabulary: Count, syllable, break, part, apart, blend, individual, pronounce

Vocabulary: Single syllable, break, word, parts, pronounce, onset, rime, blend, chunk

Vocabulary: CVC word, isolate, pronounce, initial, medial, middle, final, segment First Sound Isolation Targets: Fall: 10 Winter: 30 Phoneme Segmentation Targets: PSF Winter – 20 PSF Spring – 40

Websites



Websites



Websites



Websites Starfall – Letters and sounds http://www.starfall.com/n/level-k/index/load.htm?f FCRR – Phoneme Isolation and Segmentation










http://www.starfall.com/n/level-k/index/load.htm?f

http://www.starfall.com/n/level-k/index/load.htm?f



10/22/2014

Printable Nursery Rhymes – http://www.prekinders.com/nursery-rhymes/

Reading Rockets – http://www.readingrockets.org/

http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part4.pdf FCRR – Phoneme Blending and Segmentation http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part5.pdf

APPS for Phonological Awareness

APPS for Phonological Awareness APPS for Phonological Awareness APPS for Phonological Awareness

Resources Music (Dr. Jean, Jack Hartmann, HWT)


Month by Month Reading and Writing for Kindergarten: Systematic, Multilevel Instruction (Hall & Cunningham) IGDI Rhyming Cards Lower Dauphin School District

Instruction and Intervention

Toolkit -


Resources

Music (Dr. Jean, Jack

Hartmann, HWT)


Phonemic Awareness in Young

Children: A Classroom

Curriculum (Adams)

Phonemic Awareness: Playing

with Sounds to Strengthen

Beginning Reading Skills

(Fitzpatrick & Yuh)

Phonemic Awareness Activities

for Early Reading Success

(Blevins )



Toolkit -


Resources


Hartmann, HWT)




Toolkit -


Resources


Hartmann, HWT)

Elkonin Boxes (Johns &

McCarthy)


Road to the Code: A

Phonological Awareness

Program for Young Children

(Blachman)



Toolkit -


http://www.prekinders.com/nursery-rhymes/

http://www.prekinders.com/nursery-rhymes/

http://www.readingrockets.org/

http://www.readingrockets.org/








http://www.amazon.com/Phonemic-Awareness-Young-Children-Curriculum/dp/1557663211/ref=sr_1_1?s=books&ie=UTF8&qid=1407357524&sr=1-1&keywords=kindergarten+phonemic+awareness



http://www.amazon.com/Phonemic-Awareness-Playing-Strengthen-Beginning/dp/1574712314/ref=sr_1_3?s=books&ie=UTF8&qid=1407357524&sr=1-3&keywords=kindergarten+phonemic+awareness



http://www.amazon.com/Phonemic-Awareness-Activities-Reading-Success/dp/0590372319/ref=sr_1_7?s=books&ie=UTF8&qid=1407357524&sr=1-7&keywords=kindergarten+phonemic+awareness






http://www.amazon.com/Road-Code-Phonological-Awareness-Children/dp/1557664382/ref=sr_1_81?s=books&ie=UTF8&qid=1407363698&sr=1-81&keywords=kindergarten+phonemic+awareness






10/22/2014

Concept: 7 Foundational

Skills Phonics and Word Recognition – Letter Sound Correspondence CC.1.1.K.D

Concept: 8 Foundational Skills Phonics and Word Recognition – High Frequency Sight Words & Word Families CC.1.1.K.D


How does knowing letter sounds help me decode words? How do I apply letter sounds? Why are vowels important in words? What sounds do vowels make? How does knowing the sequence of consonants and vowels help me read words? (short versus long vowel)


Why are sight words important? How do sight words help me to read and write? Why is it important to recognize sight words quickly? (automaticity) How are words within word families the same? (similarly spelled words) What happens when I change the first letter of a word in a word family?

Vocabulary: Letter sounds, decode, apply, vowels, long, short, sounds, sequence consonants CVC, CVCe

Vocabulary:

Sight words, automaticity, change, word wall *see grade level sight word assessment Chunk, word families, Core chunks examples (-at, -an, -it, -in, -ot, -et, -en,-up, -un)

Websites FCRR – Letter Sound Correspondence http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part2.pdf Reading A-Z – http://www.readinga-z.com/ Nellie Edge – Reading and Singing http://www.nellieedge.com/free%20little%20books.htm#.U-KQwmM0gTA Read Write Think - http://www.readwritethink.org/ Hearing Sounds in Words (Meachum) - http://jmeacham.com/docs/assessment/writing/hearing.sounds.in.words.pdf

Websites FCRR – Onset Rime http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part3.pdf FCRR – High Frequency Words http://www.fcrr.org/curriculum/pdf/GK-1/P_Final_Part5.pdf Reading A-Z – http://www.readinga-z.com/ Hubbard’s Cupboard – Sight Word Books http://www.hubbardscupboard.org/sight_words.html#ABCorder Hubbard’s Cupboard – Word Family Books http://www.hubbardscupboard.org/printable_booklets.html#WordFamilyBooklets Word Family and Sight Word Books – http://www.starfall.com/n/level-a/learn-to-read/load.htm?f


http://www.readinga-z.com/

http://www.nellieedge.com/free%20little%20books.htm#.U-KQwmM0gTA

http://www.nellieedge.com/free%20little%20books.htm#.U-KQwmM0gTA

http://www.readwritethink.org/

http://jmeacham.com/docs/assessment/writing/hearing.sounds.in.words.pdf

http://jmeacham.com/docs/assessment/writing/hearing.sounds.in.words.pdf




http://www.hubbardscupboard.org/sight_words.html#ABCorder

http://www.hubbardscupboard.org/printable_booklets.html#WordFamilyBooklets

http://www.hubbardscupboard.org/printable_booklets.html#WordFamilyBooklets

http://www.starfall.com/n/level-a/learn-to-read/load.htm?f



10/22/2014

APPS for Phonics and Word Recognition ABC Spelling Magic 1 (short vowel word) Word Wizard Montessori Crosswords Word Magic

APPS for Fluency Little Speller

Resources Phonics Dance Hearing Sounds in Words (Clay) Project Read Phonology (kinesthetic application of letter sounds)

Making Words Kindergarten: 50 Interactive Lessons that Build Phonemic Awareness, Phonics, and Spelling Skill (Cunningham)

Lower Dauphin School District Instruction and Intervention

Toolkit -http://www.ldsd.org/Page/231

Resources Kid Writing (Feldgus) Look – See – Spell – Write Word Wall Activities / Chants Word Ladders Word Stairs (each word is related to the word before. Use the last letter of the

word to start the next word on the stair. These are sometimes called word vines or word snakes). Lower Dauphin School District Instruction and Intervention Toolkit

-http://www.ldsd.org/Page/231





10/22/2014

Concept: 9 Foundational Skills

Fluency – reading emergent reader text CC.1.1.K.E

Concept: 10 Foundational

Skills

Fluency – purpose and understanding CC.1.1.K.E


How do pay attention to pattern when I am reading How do I blend sounds to read a word? How do I break a word into parts (segment)? How does hearing and saying each sound help me to read?


How does punctuation help me to understand what I am reading? Why does an author use different types of punctuation?

How can I use the picture to help me when I read? How can I use the beginning of a word to help me when I read? How do I remember and tell what I read?

Vocabulary:

Pattern (of text), change in pattern, sounds, word, blend, break, segment, read DIBELS Next NWF – CLS/WWR CLS Winter – 17 CLS Spring – 20

Vocabulary:

Punctuation Picture, beginning, word, tricky, unknown, self-correct, Questioning: Does this make sense? Does this look right? Does this sound right? Remember, tell

Websites:

Reading A-Z – http://www.readinga-z.com/ RAZ Kids – http://www.raz-kids.com/main/Login Starfall – http://www.starfall.com/n/level-b/index/load.htm?f http://www.starfall.com/n/level-c/index/load.htm?f

Websites:

Reading A-Z – http://www.readinga-z.com/ RAZ Kids – http://www.raz-kids.com/main/Login Starfall – http://www.starfall.com/n/level-b/index/load.htm?f http://www.starfall.com/n/level-c/index/load.htm?f

Apps for Fluency

Read Me Stories

Apps for Fluency

Read Me Stories Sentence Builder

Resources

Reading Street Decodable Readers

Teaching Literacy in Kindergarten - Tools for Teaching Literacy

Resources

Reading Street Decodable Readers

Lower Dauphin School District Instruction and Intervention Toolkit -http://www.ldsd.org/Page/231


http://www.raz-kids.com/main/Login

http://www.starfall.com/n/level-b/index/load.htm?f

http://www.starfall.com/n/level-c/index/load.htm?f


http://www.raz-kids.com/main/Login

http://www.starfall.com/n/level-b/index/load.htm?f

http://www.starfall.com/n/level-c/index/load.htm?f

http://www.amazon.com/Teaching-Literacy-Kindergarten-Tools/dp/1593851529/ref=sr_1_137?s=books&ie=UTF8&qid=1407363884&sr=1-137&keywords=kindergarten+phonemic+awareness




10/22/2014

Series ( Lea M. McGee)

Kindergarten Literacy: Matching Assessment and

Instruction in Kindergarten (McGill-Franzen)

Lower Dauphin School District Instruction and Intervention Toolkit -http://www.ldsd.org/Page/231

Long Term Transfer Goals (http://www.pdesas.org/CurriculumFramework/PAC/) Students will be able to independently use their learning to:

1. Comprehend and evaluate complex texts across a range of types and disciplines. 2. Be a critical consumer of text and other media to recognize, understand, and appreciate multiple

perspectives and cultures. 3. Produce writing to address task, purpose, perspective, and intended audience; research and gather

evidence to create a clear and coherent message. 4. Communicate effectively for varied purposes and audiences. 5. Listen actively to engage in a range of conversations, to analyze and synthesize idea and positions, and

to evaluate accuracy in order to learn, reflect, and respond.

SAS Search Tool for Literacy:

http://www.pdesas.org/module/content/search/#search


http://www.pdesas.org/CurriculumFramework/PAC/

http://www.pdesas.org/module/content/search/#search

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