K ELA Curriculu… · Web vie

Gloucester Township Public Schools

English Language ArtsGrade

K Curricu

lumUpdate

d-Summer 2017

Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 1: Take a New Step

Time Frame: 3 WeeksDescription: The Big Idea: What Can We Learn When We Try New Things?Unit 1 Comprehension Skills and Strategies: ask & answer questions, key details Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, narrative writing, opinion writing, webs.

Standards Topics Activities Resources Assessment L.K.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking. [1 lesson] L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.1.F Produce and expand complete sentences in shared

language activities. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-

vowel sounds (phonemes). [1 lesson] L.K.5 With guidance and support from adults, explore word

relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their

use (e.g., note places at school that are colorful). [6 lessons] L.K.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts. [2 lessons] RF.K.1 Demonstrate understanding of the organization and

basic features of print. [1 lesson] RF.K.2.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/.) [15 lessons]

RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [18 lessons]

RF.K.3.C Read common high-frequency and sight words with automaticity. [13 lessons]

RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.

A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding.[6

lessons]

Week 1Weekly Concept:Make New Friends

Essential Question: How can we get along with new friends?

Reading

Language- Vocabulary- Phonics- Grammar and

Mechanics

Writing

Research and Inquiry

Handwriting

Technology

ReadingRead AloudTitle: “The Lion and the Mouse” Genre: FableStrategy: Ask and Answer Questions

Literature Big Books, Paired SelectionMain Selection Title: What About Bear?Genre: FantasyStrategy: Ask and Answer QuestionsSkill: Key Details (Use Illustrations)Paired Selection Title: “How to Be a Friend”Genre: Informational TextText Feature: Photographs

Reading/Writing WorkshopComprehensionShort Text: I CanGenre: Nonfiction Short Text: Can I?Genre: Fiction

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key Details

Grade K, Wonders, McGraw-Hill, 2014

Your Turn Practice Book

www.connected.mcgraw-hill.com

Gloucester Township Share Network

* Benchmark* See:District Benchmark Assessment Plan&K-5 ELA Assessment Plan

STAR Early Literacy

Benchmark and Cross Curricular Key

__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment

English Language ArtsGrade

K Curricu

lumUpdate

d-Summer 2017

http://www.connected.mcgraw-hill.com/



RI.K.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). [1 lesson]

RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [8 lessons]

RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [2 lessons]

RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [2 lessons]

RL.K.4 Ask and answer questions about unknown words in a text. [1 lesson]

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. [1 lesson]

RL.K.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). [2 lessons]

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [2 lessons]

RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]

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. [2 lessons]

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. [1 lesson]

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [5 lessons]

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. [1 lesson]

Main SelectionGenre: Fantasy

Titles: A: Soup!O: Mouse and MonkeyE: Mouse and MonkeyB: Come and Play!

Access Complex Text (ACT)Literature Big Book: Organization

LanguageVocabularyAcademic Words:titleauthorillustratornounHigh Frequency WordstheOral Vocabulary Wordsfriendproblemescape, graspedrescueCategory WordsFeeling words

PhonicsPhonological/Phonemic Awareness: Sentence Segmentation, Phoneme Isolation, Phoneme Identity, Phoneme Blending

Phonics: /m/m (initial/final)

Fluency SkillSound-Spelling and Word Automaticity; Intonation

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. [3 lessons]

W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]

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). [2 lessons]

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]

WritingWriting Trait: Ideas

Grammar Skill: Nouns

Weekly Writing Focus: Write a Personal Narrative

Research & InquiryWeekly Project: What makes a good friend?

Handwriting – Practice

Technology – Go Digital!

L.K.1.B Use frequently occurring nouns and verbs. [8 lessons] L .K.2.C Write a letter or letters for most consonant and short-

vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on

knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word



reading and being read to, and responding to texts. [2 lessons] RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and



RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [5 lessons]

RF.K.3.C Read common high-frequency and sight words with automaticity [12 lessons]

Week 2:Weekly ConceptGet Up and Go

Essential Question:How do baby

animals move?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingRead AloudTitle: "The Tortoise and the Hare"Genre: FableStrategy: Ask and Answer Questions

Literature Big Books, Paired SelectionMain Selection Title: Pouch!Genre: FantasyStrategy: Ask and Answer QuestionsSkill: Key Details (Use Illustrations)Paired Selection Title: “Baby Animals on the Move” Genre: Informational TextText Feature: Labels

Reading/Writing WorkshopComprehensionShort Text: We CanGenre: NonfictionShort Text: I Can, I CanGenre: Fiction





Please refer to: K-5 ELA Assessment Plan




RF.K.4 Read emergent-reader texts with one-to-one

correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [7

lessons] RI.K.1 With prompting and support, ask and answer questions

about key details in a text. . (e.g., who, what, where, when, why, how). [1 lesson]

RL.K.1 With prompting and support, ask and answer questions about key details in a text. (e.g., who, what, where, when, why, how). [8 lessons]





RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]




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...). [3 lessons]

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about


Main SelectionGenre: FantasyTitles: A: Hop!O: We Hop!E: We Hop!B: We Can Move!


LanguageVocabularyAcademic Words: fantasyfableopiniondetailsHigh Frequency WordsweadventuremovementarrivedexcitingexhaustedOral Vocabulary WordsadventuremovementarrivedexcitingexhaustedCategory WordsFamily words

PhonicsPhonological/Phonemic Awareness: Recognize

the events in the order in which they occurred, and provide a reaction to what happened. [2 lessons]

W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]



Rhyme, Phoneme Isolation (initial/medial), Phoneme Identity, Phoneme BlendingPhonics: /a/a (initial/medial)Consonant Review:/m/m




Weekly Writing Focus:Write an Opinion

Research & InquiryWeekly Project: How do animals move?



L.K.1.B Use frequently occurring nouns and verbs. [7 lessons] L.K.2.C Write a letter or letters for most consonant and short-


knowledge of sound-letter relationships. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,

foods) to gain a sense of the concepts the categories represent. [2 lessons]

L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]

RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [4 lessons]

Week 3:Weekly Concept

Your Senses

Essential Question:How can your senses help you learn?

Reading


ReadingRead AloudTitle: “A Feast of the Senses” Genre: Informational TextStrategy: Ask and Answer Questions

Literature Big Books, Paired SelectionMain Selection Title: Senses at the SeashoreGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Use Photos)Paired Selection Titles: "I Smell




Gloucester Township

*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan

STAR Early Literacy




RF.K.2.D Isolate and pronounce the initial, medial vowel, and



RF.K.3.C Read common high-frequency and sight with automaticity. [12 lessons]


A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9


about key details in a text. . (e.g., who, what, where, when, why, how). [5 lessons]

RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [4 lessons]

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [2 lessons]

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. [1 lesson]

RI.K.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). [2 lessons]

RI.K.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). [2 lessons]

RI.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]


RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [1 lesson]

SL.K.2 Confirm understanding of a text read aloud or

Mechanics

Writing


Handwriting

Technology

Springtime," "Taste of Purple," "Rain"Genre: PoetryLiterary Element: Sensory Words

Reading/Writing WorkshopComprehensionShort Text: Sam CanGenre: FictionShort Text: I Can SeeGenre: Nonfiction


Main SelectionGenre: Informational TextTitles: A: The BeachO: At SchoolE: At SchoolB: See It Grow!


LanguageVocabularyAcademic Words:informational text, observation, poetryHigh Frequency WordsSeeOral Vocabulary Wordsexplore, senses, feast, finished, kneadsCategory Words

Share Network

information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [1 lesson]


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. [4 lessons]





Sensory words

PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial), Phoneme Blending, Phoneme CategorizationPhonics: /s/s (initial)Consonant/Vowel Review:/a/a, /m/m

Fluency SkillSound-Spelling and Word Automaticity; Phrasing



Weekly Writing Focus: Make a Picture Web

Research & InquiryWeekly Project: How can we learn by using our senses?



Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 2: Let’s Explore

Time Frame: 3 WeeksDescription: The Big Idea: What can you find out when you explore?Unit 2 Comprehension Skills and Strategies: key details, ask & answer questions Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, explanatory sentences, story sentence

Standards Topics Activities Resources Assessment L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.2.C Write a letter or letters for most consonant and short-



relationships and nuances in word meanings. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,

foods) to gain a sense of the concepts the categories represent. [1 lesson]



RF.K.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [4 lessons]

RF.K.2.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/.) [18 lessons]


Week 1Weekly Concept:Tools We Use

Essential Question: How do tools help us explore?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingRead AloudTitle: "Timimoto"Genre: TaleStrategy: Ask and Answer Questions

Literature Big Books, Paired Selection

Main SelectionTitle: The Handiest Things in the WorldGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Use Photos)Paired Selection Title: “Discover with Tools”Genre:Informational TextText Feature: Headings

Reading/Writing WorkshopComprehensionShort Text: "Pam Can See"Genre: Fiction






STAR Early Literacy





RF.K.3.D Distinguish between similarly spelled words by

identifying the sounds of the letters that differ.(e.g. nap and tap; cat and cot). [2 lessons]






RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [1 lesson]


RI.K.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). [1 lesson]

RI.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]






Short Text: "We Can See!"Genre: Nonfiction


Main SelectionGenre: Informational TextTitles: A: We Need ToolsO: A TripE: A TripB: What Can You See?

Access Complex Text (ACT)Literature Big Book: Connection of Ideas

LanguageVocabularyAcademic Words:photographssentenceverbHigh Frequency WordsaOral Vocabulary Wordstoolsdiscoverdefeatedfetch rumbleCategory WordsColor words

PhonicsPhonological/Phonemic Awareness: Recognize Alliteration, Phoneme Isolation, Phoneme Categorization, Phoneme






BlendingPhonics: /p/p (initial/final)Consonant/Vowel Review:/a/a, /m/m,/s/sFluency SkillSound-Spelling and Word Automaticity; Phrasing


Grammar Skill: Verbs

Weekly Writing Focus: Write an Explanatory Sentence

Research & InquiryWeekly Project: In what ways are tools useful?




vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on knowledge

of sound-letter relationships. [2 lessons] L.K.5 With guidance and support from adults, explore word






RF.K.2.D Isolate and pronounce the initial, medial vowel, and


Shapes All Round Us

Essential Question:What shapes do you

see around you?

Reading


MechanicsWriting

ReadingRead AloudTitle: “Kites in Flight” Genre: Informational TextStrategy: Ask and Answer Questions

Literature Big Books, Paired SelectionMain Selection Title: Shapes All AroundGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Use Photos)

Paired Selection Title: “Find the





See K-5 ELA Assessment Plan





RF.K.3.A Demonstrate basic knowledge of one-to-one letter-

sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [15 lessons]


RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]

\ RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.




RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [1 lesson]








Handwriting

Technology

Shapes” Genre:Informational TextText Feature: Bold Print

Reading/Writing WorkshopComprehensionShort Text: "We Like Tam!"Genre: FictionShort Text: "I Like Sam"Genre: Nonfiction

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre:Informational TextTitles:A: Shapes!O: Play with Shapes!E: Play with Shapes!B: Use a Shape!

Access Complex Text (ACT)Literature Big Book: Connection of Ideas

LanguageVocabularyAcademic Words:rectanglecirclesquaretriangleHigh Frequency WordslikeOral Vocabulary Wordsmaterialsnaturedecorationgames


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. [3 lessons]





worldCategory WordsShape wordsPhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial/final), Phoneme Blending, Phoneme CategorizationPhonics: /t/t (initial/final)Consonant/Vowel Review: /a/a, /m/m, /p/p, /s/s

Fluency SkillSound-Spelling and Word Automaticity; Expression



Weekly Writing Focus: Make a Shape Poster

Research & InquiryWeekly Project: Where can you find shapes?





knowledge of sound-letter relationships. [1 lesson] L.K.5.C Identify real-life connections between words and their

use (e.g., note places at school that are colorful). [4 lessons] L.K.5.D Distinguish shades of meaning among verbs describing

the same general action (e.g., walk, march, strut, prance) by


World of Bugs

Essential Question: What kind of bugs do you know about?

Reading

ReadingRead AloudTitle: “From Caterpillar to Butterfly”Genre:Informational TextStrategy: Ask and Answer Questions

Literature Big Books, Paired Selection



www.connecte



acting out the meanings. [1 lesson] L.K.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts. [1 lesson] RF.K.1 Demonstrate understanding of the organization and

basic features of print. [1 lesson] RF.K.1.C Understand that words are separated by spaces in

print. [1 lesson] RF.K.2.B Count, pronounce, blend, and segment syllables in

spoken words. [8 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and




RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [2 lessons]











Mechanics

Writing


Handwriting

Technology

Main Selection Title: I Love Bugs!Genre: FictionStrategy: Ask and Answer QuestionsSkill: Key Details (Use Illustrations)Paired Selection Title: “Bugs All Around”Genre:Informational TextText Feature: Captions

Reading/Writing WorkshopComprehensionShort Text: “Pat”Genre: FictionShort Text: "Tap! Tap! Tap!Genre: Nonfiction

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre: FictionTitles: A: We Like Bugs!O: The Bugs RunE: The Bugs RunB: I See a Bug!

Access Complex Text (ACT)Literature Big Book: Specific Vocabulary

LanguageVocabularyAcademic Words:captionword websortHigh Frequency Wordstheasee

d.mcgraw-hill.com


STAR Early Literacy



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. [2 lessons]

RL.K.9 With prompting and support, compare and contrast the

adventures and experiences of characters in familiar stories. [1 lesson]






W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson] 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). [2 lessons]


welikeOral Vocabulary WordscuriousobserveattachesprocessslenderCategory WordsMovement words

PhonicsPhonological/Phonemic Awareness: Count and Pronounce Syllables, Phoneme Segmentation, Phoneme Blending

Phonics: /m/m, /a/a, /s/s, /p/p, /t/t

Fluency SkillSound-Spelling and Word Automaticity; Expression; Intonation



Weekly Writing Focus: Write a Story Sentence

Research & InquiryWeekly Project: What do bugs do in their environments?



Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 3: Going Places

Time Frame: 3 Weeks

Description: The Big Idea: What can you learn from going different places?Unit 3 Comprehension Skills and Strategies: key details, visualize, story elements Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, sentence fluency, write sentences, narrative sentence, opinion sentence

Standards Topics Activities Resources Assessment L.K.1.A Print many upper- and lowercase letters. [2 lessons] L.K.2.A Capitalize the first word in a sentence and the pronoun

I. [8 lessons] L.K.2.B Recognize and name end punctuation. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-





reading and being read to, and responding to texts. [2 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,

and sounds (phonemes). [1 lesson] RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.C Blend and segment onsets and rimes of single-syllable

spoken words. [3 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and

final sounds (phonemes) in three-phoneme (consonant-vowel-

Week 1Weekly Concept:Rules to Go By

Essential Question: What rule do we follow in different places?

Reading


Mechanics

Writing


ReadingRead AloudTitle: “The Boy Who Cried Wolf”Genre: FableStrategy: Visualize

Literature Big Books, Paired SelectionMain Selection Title: How Do Dinosaurs Go to School?Genre: FantasyStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Be Safe”Genre: Informational TextText Feature: Lists

Reading/Writing WorkshopComprehensionShort Text: "Can I Pat It?"Genre: Nonfiction






STAR Early Literacy




consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [10 lessons]

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [4 lessons]




RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]



lessons] RI.K.8 With prompting and support, identify the reasons an

author gives to support points in a text. [1 lesson] RL.K.1 With prompting and support, ask and answer questions




RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [1 lesson]




Handwriting

Technology

Short Text: "Tim Can Tip It"Genre: Nonfiction

Leveled ReadersStrategy: VisualizeSkill: Key Details Main SelectionGenre: FantasyTitles: A: We RunO: Go, Nat!E: Go, Nat!B: The Birdhouse

Access Complex Text (ACT)Literature Big Book: Organization;

Connection of Ideas

LanguageVocabularyAcademic Words:visualizepunctuationretellpredictHigh Frequency WordstoOral Vocabulary WordsrulescooperateguardprankresponsibleCategory WordsMovement words

PhonicsPhonological/Phonemic Awareness: Recognize Rhyme, Phoneme Isolation (initial/medial), Phoneme Blending, Phoneme Categorization



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. [2 lessons]



Phonics: /i/i (medial)Consonant/Vowel Review:/a/a, /m/m, /p/p, /s/s, /t/t


WritingWriting Trait: Sentence Fluency

Grammar Skill: SentencesWeekly Writing Focus:

Write a Sentence

Research & InquiryWeekly Project: What rules do we need to follow at school?

Handwriting – PracticeTechnology – Go Digital!

L.K.1.F Produce and expand complete sentences in shared language activities. [1 lesson]

L.K.2.A Capitalize the first word in a sentence and the pronoun I. [4 lessons]

L.K.2.B Recognize and name end punctuation. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-






basic features of print. [2 lessons] RF.K.1.A Follow words from left to right, top to bottom, and

page by page. [1 lesson] RF.K.2 Demonstrate understanding of spoken words, syllables,

and sounds (phonemes). [1 lesson]

Week 2:Weekly ConceptSounds Round Us

Essential Question:What are different sounds we hear?

Reading


Mechanics

Writing


Handwriting

ReadingRead AloudTitle: “The Turtle and the Flute”Genre: FableStrategy: Visualize

Literature Big Books, Paired SelectionMain Selection Title: Clang! Clang! Beep! Beep! Listen to the CityGenre: FictionStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Sounds Are Everywhere”Genre:Informational TextText Feature: Captions

Reading/Writing Workshop









RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. [1 lesson]



RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [1 lesson]




RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [2 lessons]



lessons] RI.K.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). [1 lesson]



RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [1 lesson]



Test Preparation

Technology

ComprehensionShort Text: “Nat and Tip”Genre: FictionShort Text: "Tim and Nan"Genre: Nonfiction

Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: FictionTitles: A: City SoundsO: Farm SoundsE: Farm SoundsB: A Noisy NightAccess Complex Text (ACT)Literature Big Book: Connection of Ideas

LanguageVocabularyAcademic Words:eventsperiodvocabulary`High Frequency WordsandOral Vocabulary WordslistenvolumechatexclaimedfamiliarCategory WordsSound words

PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending,Phoneme Identity, Phonem Blending,


SL.K.1.A Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). [1 lesson]







W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]

Phoneme SegmentationPhonics: /n/n (initial/final)Consonant/Vowel Review:/a/a, /i/i, /m/m, /p/p, /s/s, /t/t Extend: final double letters, -ss, -tt



Grammar Skill: Sentences

Weekly Writing Focus: Write a Personal Narrative Sentence

Research & InquiryWeekly Project: What sounds do you hear at school?



L.K.1.D Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). [4 lessons]

L.K.2.A Capitalize the first word in a sentence and the pronoun I. [1 lesson]



of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word


use (e.g., note places at school that are colorful). [5 lessons]


The Places We Go

Essential Question: What places do you go during the week?

Reading

Language- Vocabulary- Phonics

ReadingRead AloudTitle: “Field Trips”Genre: Informational TextStrategy: Visualize

Literature Big Books, Paired SelectionMain Selection Title: Please Take Me for a WalkGenre: FantasyStrategy: Visualize




Gloucester


STAR Early Literacy






RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. [3 lessons]



RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [2 lessons]





RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and

comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9

lessons] RI.K.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). [1 lesson]




- Grammar and Mechanics

Writing


Handwriting

Technology

Skill: Character, Setting, Events (Use Illustrations)Paired Selection Title: “A Neighborhood” Genre: Informational TextText Feature: Map

Reading/Writing WorkshopComprehensionShort Text: "We Go to See Nan"Genre: FictionShort Text: "Can We Go?"Genre: NonfictionLeveled ReadersStrategy: VisualizeSkill: Character, Setting, EventsMain SelectionGenre: FictionTitles: A: We Can GoO: Going by CabE: Going by CabB: Cal’s Busy WeekAccess Complex Text (ACT)Literature Big Book: Sentence structure, organization

LanguageVocabularyAcademic Words:characterssettingmapHigh Frequency WordsgoOral Vocabulary Wordslocalroutineneighborhoodvolunteerintelligent

Township Share Network


RL.K.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). [1 lesson]


adventures and experiences of characters in familiar stories. [1 lesson]









Category WordsSequence words

PhonicsPhonological/Phonemic Awareness: Count and Pronounce Syllables, Phoneme Isolation, Phoneme Blending, Phoneme Identity, Phoneme SegmentationPhonics: /k/c (initial)Consonant/Vowel Review:/a/a, /i/i, /m/m, /n/n, /s/s, /p/p, /t/t



Grammar Skill: Sentences

Weekly Writing Focus:Write an Opinion Sentence

Research & InquiryWeekly Project: What places do you go to during the week? What do you do there?



Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 4: Around the Neighborhood

Time Frame: 3 Weeks

Description: The Big Idea: What do you know about the people and the places in your neighborhood?Unit 4 Comprehension Skills and Strategies: ask & answer questions, key details, sequence, story elements Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, descriptive sentence, word choice, expository sentence

Standards Topics Activities Resources Assessment L.K.1.F Produce and expand complete sentences in shared

language activities. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-


knowledge of sound-letter relationships. [2 lessons] L.K.5 With guidance and support from adults, explore word


foods) to gain a sense of the concepts the categories represent. [4 lessons]



RF.K.1.B Recognize that spoken words are represented in

Week 1Weekly Concept:Time for Work

Essential Question: What do people use to do their jobs?

Reading


Mechanics

ReadingRead AloudTitle: “Little Juan and the Cooking Pot”Genre: FableStrategy: Ask and Answer Questions

Literature Big Books, Paired SelectionMain Selection Title: Whose Shoes? A Shoe for Every JobGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Sequence)Paired Selection Title: “Workers and






STAR Early Literacy




written language by specific sequences of letters. [1 lesson] RF.K.2.C Blend and segment onsets and rimes of single-

syllable spoken words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and



sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [1 lesson]













RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [1 lesson]

Writing


Handwriting

Technology

Their Tools”Genre: Informational TextText Feature: Labels

Reading/Writing WorkshopComprehensionShort Text: "Tom on Top!"Genre: Nonfiction

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre: Informational Text

Titles: A: You CookO: On the JobE: On the JobB: The Neighborhood

Access Complex Text (ACT)Literature Big Book: Connection of

Ideas

LanguageVocabularyAcademic Words:adjectivecategoryrevisedraftHigh Frequency WordsyouOral Vocabulary WordsequipmentuniformutensilsexpectremainedCategory Words









Job words

PhonicsPhonological/Phonemic Awareness: Onset and Rime Segmentation, Phoneme Isolation (initial), Phoneme Isolation (initial/medial), Phoneme Blending, Phoneme CategorizationPhonics: /o/o (initial/medial)

Consonant/Vowel Review:/a/a, /k/c, /i/i, /m/m, /n/n, /p/p, /s/s, /t/t



Grammar Skill: Adjectives

Weekly Writing Focus: Write a Descriptive Sentence

Research & InquiryWeekly Project:

Which tools help workers do their jobs?



L.K.1.F Produce and expand complete sentences in shared language activities. [5 lessons]

L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes). [1 lesson]

L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [2 lessons]


Meet Your Neighbors

Essential Question:Who are your

ReadingRead AloudTitle: “Cultural Festivals”Genre:Informational TextStrategy: Ask and Answer Questions


Your Turn


L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson]

L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [1 lesson]



RF.K.1.A Follow words from left to right, top to bottom, and page by page. [1 lesson]


RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [1 lesson]






lessons] RL.K.1 With prompting and support, ask and answer questions






neighbors?

Reading


Mechanics

Writing


Handwriting

Technology

Literature Big Books, Paired SelectionMain Selection Title: What Can You Do with a Paleta?Genre: FictionStrategy: Ask and Answer QuestionsSkill: Character, Setting, Events (Use Illustrations)Paired Selection Title: “A World Festival”Genre:Informational TextText Feature: Environmental Print

Reading/Writing WorkshopComprehensionShort Text: “Sid”Genre: FictionLeveled ReadersStrategy: Ask and Answer QuestionsSkill: Character, Setting, EventsMain SelectionGenre: Fiction

Titles: A: My NeighborsO: Neighborhood PartyE: Neighborhood PartyB: Parade Day

Access Complex Text (ACT)Literature Big Book: Sentence Structure

LanguageVocabularyAcademic Words:researchInternetpresentpublish

Practice Book













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. [1 lesson]


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. [1 lesson]



High Frequency WordsdoOral Vocabulary WordsappreciateculturespreferproudtraditionCategory WordsFood wordsPhonicsPhonological/Phonemic Awareness: Sentence Segmentation, Phoneme Isolation (initial), Phoneme Blending, Phoneme SegmentationPhonics: /d/d (initial/final)Consonant/Vowel Review:/a/a, /k/c, /i/i, /m/m, /n/n, /o/o, /p/p, /s/s, /t/t


WritingWriting Trait: Word Choice


Weekly Writing Focus: Write a Menu

Research & InquiryWeekly Project: What cultures can be found in your neighborhood?



L.K.1.d Understand and use question words (interrogatives) Week 3: Reading Grade K, *Benchmark*

(e.g., who, what, where, when, why, how). [4 lessons] L.K.2.A Capitalize the first word in a sentence and the pronoun

I. [1 lesson] L.K.2.B Recognize and name end punctuation. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-






and sounds (phonemes). [4 lessons] RF.K.2.B Count, pronounce, blend, and segment syllables in

spoken words. [3 lessons] RF.K.2.C Blend and segment onsets and rimes of single-



L.K.1.F Produce and expand complete sentences in shared language activities. [5 lessons]


L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [1 lesson]


L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [1 lesson]

RF.K.1.A Follow words from left to right, top to bottom, and page by page. [1 lesson]

RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.C Blend and segment onsets and rimes of single-syllable

spoken words. [1 lesson]

Weekly ConceptPitch In

Essential Question: How can people help to make your community better?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: “The Bundle of Sticks”Genre: FableStrategy: Ask and Answer Questions

Literature Big Books, Paired SelectionMain Selection Title: RoadworkGenre:Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Sequence)Paired Selection Title: “A Community Garden”Genre:Informational TextText Feature: Captions

Reading/Writing WorkshopComprehensionShort Text: "I Can, You Can!Genre: FictionLeveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre: Informational TextTitles: A: We Clean!O: Can You Fix It?E: Can You Fix It?B: Helping Mom

Access Complex Text (ACT)Literature Big Book: Specific vocabualry

LanguageVocabularyAcademic Words:chartsequence

Wonders, McGraw-Hill, 2014




See District Benchmark Assessment Plan&K-5 ELA Assessment Plan

STAR Early Literacy







RF.K.3.C Read common high-frequency and sight words with

automaticity. [11 lessons] RF.K.3.D Distinguish between similarly spelled words by

identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]




about key details in a text. . [5 lessons] RI.K.2 With prompting and support, identify the main topic and

retell key details of a text. [1 lesson] RI.K.4 With prompting and support, ask and answer questions

about unknown words in a text. [3 lessons] RI.K.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). [1 lesson]



RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [1 lesson]



RL.K.6 With prompting and support, name the author and

blendplotHigh Frequency WordsanddogotoyouOral Vocabulary WordscommunityimproveconfusedharvestquarrelCategory WordsPosition words

PhonicsPhonological/Phonemic Awareness: Recognize Rhyme, Phoneme Identity, Phoneme Blending, Phoneme Segmentation

Phonics: /i/i, /n/n, /k/c, /o/o, /d/dConsonant/Vowel Review:/a/a, /k/c, /d/d, /i/i, /m/m, /n/n, /o/o, /p/p, /s/s, /t/t




Weekly Writing Focus: Write an Expository Sentence

illustrator of a story and define the role of each in telling the story. [1 lesson]












Research & InquiryWeekly Project: In what ways can we improve our community?


Technology –Go Digital!

Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 5: Wonders of Nature

Time Frame: 3 Weeks

Description: The Big Idea: What kinds of things can you find growing in nature?Unit 5 Comprehension Skills and Strategies: reread, main topic & key details, Vocabulary Strategies: plurals, inflection ending –ed, context clues, academic words, high frequency words, oral vocabulary Writing: organization, write a poem, write an opinion, write a story sentence

Standards Topics Activities Resources Assessment L.K.1.D Understand and use question words (interrogatives)

(e.g., who, what, where, when, why, how). [2 lessons] L.K.1.F Produce and expand complete sentences in shared

language activities. [1 lesson] L.K.2.C Write a letter or letters for most consonant and short-


of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson]

L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [1 lesson] L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]

L.K.6 Use words and phrases acquired through conversations,

Week 1Weekly Concept:How does your garden grow?

Essential Question: What do living things need to grow?

Reading


Mechanics

ReadingRead AloudTitle: “Growing Plants”Genre:Informational TextStrategy: Reread

Literature Big Books, Paired SelectionMain Selection Title: My GardenGenre: FictionStrategy: RereadSkill: Character, Setting, Events (Use Illustrations)Paired Selection Titles: "Tommy,"






STAR Early Literacy





basic features of print. [1 lesson] RF.K.2.B Count, pronounce, blend, and segment syllables in

spoken words. [9 lessons] RF.K.2.C Blend and segment onsets and rimes of single-syllable

spoken words. [1 lesson] RF.K.2.D Isolate and pronounce the initial, medial vowel, and








lessons] RI.K.10 Actively engage in group reading activities with

purpose and understanding. [1 lesson] RL.K.1 With prompting and support, ask and answer questions




RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [2 lessons]

RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the

Writing


Handwriting

Technology

"Maytime Magic," "The Seed," "Garden"Genre: PoetryLiterary Element: Rhyme and Repetition

Reading/Writing WorkshopComprehensionShort Text: “Hop Can Hop!”Genre: Fiction

Leveled ReadersStrategy: RereadSkill: Character, Setting, Events

Main SelectionGenre: FantasyTitles: A: My GardenO: My Garden GrowsE: My Garden GrowsB: The Mystery Seeds

Access Complex Text (ACT)Literature Big Book: Purpose

LanguageVocabularyAcademic Words:pronounrhymeeventbeginningVocabulary Strategy: Plurals

High Frequency WordsmyOral Vocabulary Wordsrequireplantharmful

story. [2 lessons] RL.K.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). [3 lessons]









soakcrowdCategory WordsSize words

PhonicsPhonological/Phonemic Awareness: Count and Blend Syllables, Phoneme Isolation, Phoneme Blending, Phoneme CategorizationPhonics: /h/h (initial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /i/i, /m/m, /n/n, /o/o, /p/p,/s/s, /t/t Extend: final /z/s

Fluency SkillSound-Spelling and Word

Automaticity; Expression; IntonationWriting

Writing Trait:Organization

Grammar Skill: Pronouns

Weekly Writing Focus: Write a Poem


What do plants need to grow?



L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.2.A Capitalize the first word in a sentence and the pronoun I. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-

vowel sounds (phonemes). [1 lesson]


Trees

Essential Question:

ReadingRead AloudTitle: “The Pine Tree”Genre: Fairy Tale



L.K.2.D Spell simple words phonetically, drawing on

knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons] L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]

RF.K.1 Demonstrate understanding of the organization and basic features of print. [2 lessons]

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson]













RI.K.4 With prompting and support, ask and answer questions

How do living things change as they

grow?

Reading


Mechanics

Writing


Handwriting

Technology

Strategy: Reread

Literature Big Books, Paired SelectionMain Selection Title: A Grand Old TreeGenre: Informational TextStrategy: RereadSkill: Main Topic and Key DetailsPaired Selection Title: “From a Seed to a Tree”Genre: Informational TextText Feature: Diagram

Reading/Writing WorkshopComprehensionShort Text: "Ed and Ned"Genre: Nonfiction

Leveled ReadersStrategy: RereadSkill: Main Topic and Key DetailsMain SelectionGenre: Informational TextTitles: A: The TreeO: Many TreesE: Many TreesB: Our Apple Tree


LanguageVocabularyAcademic Words:facttopicfairy talediagram







about unknown words in a text. [2 lessons] 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. [1 lesson]












Vocabulary Strategy: Inflectional Ending -edHigh Frequency WordsareOral Vocabulary WordsdevelopamazingcontentenormousimagineCategory WordsTree Parts

PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial), Phoneme Blending (medial), Phoneme SegmentationPhonics: /e/e (initial/medial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /h/h, /i/i, /m/m, /n/n, /o/o, /p/p, /s/s, /t/t


WritingWriting Trait:Organization


Weekly Writing Focus: Write an Opinion About a Book


How do trees change as they grow?



L.K.1.F Produce and expand complete sentences in shared language activities. [1 lesson]




L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [2 lessons]



RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and






RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]




Fresh from the Farm

Essential Question: What kinds of things grow on a farm?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingRead AloudTitle: "Farms Around the World"Genre: Informational TextStrategy: Reread

Literature Big Books, Paired SelectionMain Selection Title: An Orange in JanuaryGenre: Informational TextStrategy: RereadSkill: Main Topic and Key DetailsPaired Selection Title: “Farmers’ Market”Genre: Informational TextText Feature: Lists

Reading/Writing WorkshopComprehensionShort Text: “Ron With Red”Genre: Fiction

Leveled ReadersStrategy: RereadSkill: Main Topic and Key DetailsMain SelectionGenre: Informational TextTitles: A: The FarmerO: Let’s Make a Salad!E: Let’s Make a Salad!B: Farm Fresh Finn





*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment PlanSTAR Early Literacy








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. [3 lessons]

RI.K.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). [3 lessons]









W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and

Access Complex Text (ACT)Literature Big Book: Sentence structure

LanguageVocabularyAcademic Words:rereadlists

Vocabulary Strategy: Context CluesHigh Frequency WordswithheOral Vocabulary WordsfreshdeliciousbeneathraisespecialCategory WordsFood words

PhonicsPhonological/Phonemic Awareness: Recognize RhymePhonemic Awareness: Phoneme Isolation (initial, both letters), Phoneme Blending, Phoneme AdditionPhonics: /f/f, /r/r (initial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /e/e, /h/h, /i/i, /o/o, /m/m, /n/n, /p/p, /s/s, /t/tFluency SkillSound-Spelling and Word Automaticity; Intonation; Phrasing

WritingWriting Trait: Organization

suggestions from peers. (e.g. adding details). [2 lessons] 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). [2 lessons]



Weekly Writing Focus: Write Story Sentences

Research & InquiryWeekly Project: How do fruits and vegetables grow?



Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 6: Weather for All Seasons

Time Frame: 3 Weeks

Description: The Big Idea: How do weather and seasons affect us?Unit 6 Comprehension Skills and Strategies: visualize, key details, sequenceVocabulary Strategies: context clues, shades of meaning, question words, academic words, high frequency words, oral vocabulary Writing: voice, write an opinion, write a personal narrative

Standards Topics Activities Resources Assessment L.1.1.B Use common, proper, and possessive nouns. [1 lesson] L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.C Form regular plural nouns orally by adding /s/ or /es/

(e.g., dog, dogs; wish, wishes). [4 lessons] L.K.2.B Recognize and name end punctuation. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-

Week 1Weekly Concept: The Four Seasons

Essential Question: How are the seasons

ReadingRead AloudTitle: “A Tour of the Seasons”Genre:Informational Text


Your Turn

*Benchmark*See District Benchmark Assessment Plan&






L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [1 lesson]














different?

Reading


Mechanics

Writing


Handwriting

Technology

Strategy: Visualize

Literature Big Books, Paired SelectionMain Selection Title: Mama, Is It Summer Yet?Genre: FictionStrategy: VisualizeSkill: Key Details (Sequence)Paired Selection Titles: "New Snow," "Rain Song," "Covers," excerpt from "Honey, I Love You" Genre: PoetryLiterary Element: Rhyme

Reading/Writing WorkshopComprehensionShort Text: “Is It Hot?” Genre: Nonfiction

Leveled ReadersStrategy: VisualizeSkill: Key Details (Sequence)Main SelectionGenre: FictionTitles: A: It Is Hot! O: Little BearE: Little BearB: Ant and Grasshopper


LanguageVocabularyAcademic Words:pluralpattern

Vocabulary Strategy: Context Clues (multiple-meaning words, unknown

Practice Book



K-5 ELA Assessment Plan

STAR Early Literacy








RL.K.10 Actively engage in group reading activities with

purpose and understanding. [1 lesson] SL.K.1 Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]








W.K.8 With guidance and support from adults, recall

phrases)

High Frequency WordsislittleOral Vocabulary WordsweatherseasonsmigrateactivespotCategory WordsSeasons

PhonicsPhonological/Phonemic Awareness: Onset and Rime Segmentation, Phoneme Isolation, Phonome Blending, Phoneme SegmentationPhonics: /b/b (initial/final), /l/l (initial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /e/e, /f/f, /h/h, /i/i, /o/o, /m/m, /n/n, /p/p, /r/r, /s/s, /t/tExtend: final double letters, -llFluency Skill

Sound-Spelling and Word Automaticity; Expression

WritingWriting Trait: Voice


Weekly Writing Focus: Write Opinion Sentences


information from experiences or gather information from provided sources to answer a question. [1 lesson]

What do we do in different seasons?



L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.C Form regular plural nouns orally by adding /s/ or /es/







basic features of print. [2 lessons] RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and








lessons]

Week 2Weekly Concept: What's the Weather?

Essential Question: What happens in different kinds of weather?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingRead AloudTitle: “The Frog and the Locust”Genre: FolktaleStrategy: Visualize

Literature Big Books, Paired SelectionMain Selection Title: RainGenre: FantasyStrategy: VisualizeSkill: Key Details (Sequence)Paired Selection Title: “Cloud Watch”Genre:Informational TextText Feature: Speech Bubbles

Reading/Writing WorkshopComprehensionShort Text: "Kim and Nan"Genre: Fiction

Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: Fiction

Titles: A: The RainO: Weather Is FunE: Weather Is FunB: Kate and Tuck

Access Complex Text (ACT)









RI.K.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). [1 lesson]







SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [2 lessons]







Literature Big Book: Lack of Prior Knowledge

LanguageVocabularyAcademic Words:narrativefolktalespeech bubblesdialogue

Vocabulary Strategy: Shades of Meaning

High Frequency WordsshewasOral Vocabulary WordspredicttemperaturedroughtcleverstormCategory WordsWeather Words

PhonicsPhonological/Phonemic Awareness:Recognize Rhyme,Phoneme Isolation,Phoneme Blending,Phoneme SegmentationPhonics: /k/k (initial), /k/ck(final)Consonant/Vowel Review:/a/a, /b/b, /k/c, /d/d, /e/e, /h/h, /i/i, /l/l, /o/o, /m/m, /n/n, /p/p, /s/s, /t/t






How can you observe how strong the wind blows?



L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.C Form regular plural nouns orally by adding /s/ or /es/






reading and being read to, and responding to texts. [1 lesson] RF.K.1 Demonstrate understanding of the organization and

basic features of print. [2 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,

and sounds (phonemes). [4 lessons]

Week 3Weekly Concept: Stormy Weather

Essential Question: How can you stay safe in bad weather?

Reading


Mechanics

Writing

ReadingRead AloudTitle: "Rainbow Crow"Genre: MythStrategy: Visualize

Literature Big Books, Paired SelectionMain Selection Title: Waiting Out the StormGenre: FictionStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Be Safe in Bad Weather”Genre:Informational TextText Feature: Directions





*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan

STAR Early Literacy




RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. [1 lesson]



















Handwriting

Technology

Reading/Writing WorkshopComprehensionShort Text: "Mack and Ben"Genre: Fiction

Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: FictionTitles: A: Bad WeatherO: Getting ReadyE: Getting ReadyB: The Storm

Access Complex Text (ACT)Literature Big Book: Sentence

Structure

LanguageVocabularyAcademic Words:purposereportmyth

Vocabulary Strategy: Question Words

High Frequency Wordsareheislittlemyshewaswith

adventures and experiences of characters in familiar stories. [2 lessons]







W.K.5 With guidance and support from adults, strengthen

writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]



Oral Vocabulary WordssafepreparenoticecelebrationenoughCategory WordsQuestion wordsPhonicsPhonological/Phonemic Awareness: Recognize Alliteration, Phoneme Identity, Phoneme Blending, Phoneme AdditionPhonics: /h/h, /e/e, /f/f, /r/r, /b/b, /l/l, /k/k, /k/ck

Fluency Skill-Sound-Spelling and Word Automaticity; Expression



Weekly Writing Focus: Write a Weather Report

Research & InquiryWeekly Project: What are some ways to stay safe in bad weather?



Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 7: The Animal Kingdom

Time Frame: 3 WeeksDescription: The Big Idea: What are different kinds of animals?Unit 7 Comprehension Skills and Strategies: reread, connections w/text (compare & Contrast), predictions, visualize, key details Vocabulary Strategies: compound words, prepositions, question words, academic words, high frequency words, oral vocabulary Writing: word choice, voice, write an explanatory sentence, write a weather report

Standards Topics Activities Resources Assessment L.K.1.B Use frequently occurring nouns and verbs. [7 lessons] L.K.2.C Write a letter or letters for most consonant and short-


knowledge of sound-letter relationships. [1 lesson] L.K.5.C Identify real-life connections between words and their

use (e.g., note places at school that are colorful). [4 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,

and sounds (phonemes). [1 lesson]

Week 1Weekly Concept:

Baby Animals

Essential Question: How are some

animals alike and how are they

different?

ReadingTitle: “Baby Farm Animals”Genre:Informational TextStrategy: Reread

Literature Big Books, Paired SelectionMain Selection Title: Zoo Borns!



www.connecte



RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [1 lesson]












RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [4 lessons]


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. [4 lessons]



RL.K.4 Ask and answer questions about unknown words in a

Reading


Mechanics

Writing


Handwriting

Technology

Genre: Informational TextStrategy: RereadSkill: Connections Within Text (Compare and Contrast)Paired Selection Title: "Mischievous Goat," "Over in the Meadow," "Kitty Caught a Caterpillar"Genre: PoetryLiterary Element: Alliteration

Reading/Writing WorkshopComprehensionShort Text: “A Pup and a Cub” Genre: Nonfiction

Leveled ReadersStrategy: Reread

Skill: Connections Within Text (Compare and Contrast)

Main SelectionGenre: Informational Text

Titles: A: Two CubsO: Animal BodiesE: Animal BodiesB: Two Kinds of Bears

Access Complex Text (ACT)Literature Big Book: Lack of Prior

Knowledge

LanguageVocabularyAcademic Words: samedifferentverbinquiry

d.mcgraw-hill.com


STAR Early Literacy



text. [1 lesson] RL.K.5 Recognize common types of texts (e.g., storybooks,

poems). [2 lessons] 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. [2 lessons]



SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. [1 lesson]






Vocabulary Strategy: Compound Words

High Frequency WordsforhaveOral Vocabulary Wordsappearancebehaviorexercisewanderplenty

Category WordsAnimal Parts

PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial), Phonome Blending, Phoneme DeletionPhonics: /u/u (initial/medial)

Consonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /f/f,/h/h, /i/i, /k/k, /l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t

Fluency SkillSound-Spelling and Word

Automaticity; Expression; Intonation



Weekly Writing Focus: Write an Animal Card


What features do animals have?Handwriting – Practice










RF.K.2.A Recognize and produce rhyming words. [3 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and





RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [1 lesson]


RF.K.3.D Distinguish between similarly spelled words by

Week 2Weekly Concept: Pet Pals?

Essential Question: How do you take care of different kinds of pets?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingRead AloudTitle: “The Family Pet" Genre: Informational TextStrategy: Make Predictions

Literature Big Books, Paired SelectionMain Selection Title:The Birthday PetGenre: FictionStrategy: Make, Confirm, and Revise PredictionsSkill: Character, Setting, Plot (Problem and Solution)Paired Selection Title: “The Perfect Pet”Genre: FictionText Feature: Chart

Reading/Writing WorkshopComprehensionShort Text: “I Hug Gus!”Genre: Fiction

Leveled ReadersStrategy: Make. Confirm, and Revise PredictionsSkill: Character, Setting, PlotMain SelectionGenre: Fiction

Titles:









identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]

















A: My CatsO: Their PetsE: Their PetsB: Will’s Pet


LanguageAcademic Words: explainprediction

Vocabulary Strategy: Prepositions

High Frequency Wordsofthey

Oral Vocabulary WordsresponsibilitytraindependcomparedsocialCategory WordsPet Words

PhonicsPhonological/Phonemic Awareness: Recognize and Generate Rhyme, Phoneme Isolation (initial/final g; initial w), Phoneme Blending, Phoneme SubstitutionPhonics: /g/g (initial/final), /w/w (initial)Extend: l-blends; sl, gl, clConsonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /f/f, /h/h, /i/i, /l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t, /u/u

writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]






Weekly Writing Focus: Write an Explanatory


How do you take care of a pet?



L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.1.D Understand and use question words (interrogatives)

(e.g., who, what, where, when, why, how). [5 lessons] L.K.2.B Recognize and name end punctuation. [1 lesson]

L.K.2.C Write a letter or letters for most consonant and short- vowel sounds (phonemes). [1 lesson]








Week 3Weekly Concept: Stormy Weather

Essential Question: How can you stay safe in bad weather?

Reading


Mechanics

Writing


Handwriting

ReadingRead AloudTitle: "Rainbow Crow"Genre: MythStrategy: Visualize

Literature Big Books, Paired SelectionMain Selection Title: Waiting Out the StormGenre: FictionStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Be Safe in Bad Weather”Genre:Informational TextText Feature: Directions

Reading/Writing WorkshopComprehensionShort Text: "Mack and Ben"





*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan

STAR Early Literacy











lessons] RI.K.3 With prompting and support, describe the connection

between two individuals, events, ideas, or pieces of information in a text. [1 lesson]









SL.K.1 Participate in collaborative conversations with diverse

Technology Genre: Fiction

Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: FictionTitles: A: Bad WeatherO: Getting ReadyE: Getting ReadyB: The Storm


Structure

LanguageVocabularyAcademic Words:purposereportmyth

Vocabulary Strategy: Question Words

High Frequency WordsareheislittlemyshewaswithOral Vocabulary Wordssafepreparenoticecelebrationenough

partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]


SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. [1 lesson]




writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]



Category WordsQuestion words

PhonicsPhonological/Phonemic Awareness: Recognize Alliteration, Phoneme Identity, Phoneme Blending, Phoneme AdditionPhonics: /h/h, /e/e, /f/f, /r/r, /b/b, /l/l, /k/k, /k/ck

Fluency Skill-Sound-Spelling and Word Automaticity; Expression



Weekly Writing Focus: Write a Weather Report

Research & InquiryWeekly Project: What are some ways to stay safe in bad weather?



Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 8: From Here to There

Time Frame: 3 Weeks

Description: The Big Idea: Where can you go that is near and far?Unit 8 Comprehension Skills and Strategies: predictions, story elements, reread, main topic & key detailsVocabulary Strategies: context clues, synonyms, similes, academic words, high frequency words, oral vocabulary Writing: sentence with prepositions, personal narrative, write a travel poster, write a counting book

Standards Topics Activities Resources Assessment L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.E Use the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with). [6 lessons] L.K.2.A Capitalize the first word in a sentence and the pronoun

I. [2 lessons]

Week 1Weekly Concept: On

the Move

Essential Question:

ReadingTitle: “The King of the Winds”Genre: TaleStrategy: Make Predictions


*Benchmark*See District Benchmark Assessment Plan


vowel sounds (phonemes). [1 lesson] L.K.5 With guidance and support from adults, explore word



reading and being read to, and responding to texts. [2 lessons] RF.K.2.C Blend and segment onsets and rimes of single-





sound correspondences by producing the primary or many of the most frequent sound for each consonant. [9 lessons]

RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [11 lessons]

RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [1 lesson]



lessons] RI.K.3 With prompting and support, describe the connection

between two individuals, events, ideas, or pieces of information in a text. [1 lesson]




What can help you go from here to there?

Reading


Mechanics

Writing


Handwriting

Technology

Literature Big Books, Paired SelectionMain Selection Title: When Daddy’s Truck Picks Me UpGenre: FictionStrategy: Make, Confirm, and Revise PredictionsSkill: Character, Setting, Plot (Use Illustrations)Paired Selection Title: “From Here to There”Genre: NonfictionText Feature: Headings

Reading/Writing WorkshopComprehensionShort Text: “Dad Got a Job” Genre: Fiction

Leveled ReadersStrategy: Make, Confirm, and Revise PredictionsSkill: Character, Setting, Plot

Main SelectionGenre: FictionTitles: A: I Go PlacesO: Run, Quinn!E: Run, Quinn!B: Going to Gran’s House


LanguageVocabularyAcademic Words: prepositionorderheadings

Vocabulary Strategy: Context Clues




&K-5 ELA Assessment Plan

STAR Early Literacy




RL.K.4 Ask and answer questions about unknown words in a text. [2 lessons]











High Frequency WordsheremeOral Vocabulary Wordstransportationvehiclejourneyfiercewide

Category WordsVehicles

PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial j, qu), Phonome Blending, Phoneme Segmentation

Phonics: /j/j, /kw/qu (initial)Consonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /f/f, /g/g, /h/h, /i/i, /l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/x



Grammar Skill: Sentences with Prepositions



What are different ways to travel?



L.K.1.E Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). [6 lessons]

L.K.2.A Capitalize the first word in a sentence and the pronoun I. [4 lessons]







and sounds (phonemes). [2 lessons] RF.K.2.A Recognize and produce rhyming words. [2 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and








Week 2Weekly Concept: My U.S.A.

Essential Question: What do you know about our country?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingRead AloudTitle: “The Best of the West”Genre: Informational TextStrategy: Reread

Literature Big Books, Paired SelectionMain Selection Title: Ana Goes to Washington, D.C.Genre: Informational TextStrategy: RereadSkill: Main Topic and Key DetailsPaired Selection Title: “See Our Country”Genre: NonfictionText Feature: Captions

Reading/Writing WorkshopComprehensionShort Text: “Pack a Bag!”Genre: FictionLeveled ReadersStrategy: RereadSkill: Main Topic and Key DetailsMain SelectionGenre: Informational Text

Titles: A: See This!O: Places to SeeE: Places to SeeB: My Trip to Yellowstone













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. [1 lesson]




RL.K.2 With prompting and support, retell familiar stories,

including key details. . (e.g., who, what, where, when, why, how). [1 lesson]







Access Complex Text (ACT)Literature Big Book: Genre

LanguageAcademic Words:historytext

Vocabulary Strategy: Synonyms

High Frequency WordsthiswhatOral Vocabulary WordscountrytravelcarefulpurposeconnectCategory WordsOrdinal Numbers

PhonicsPhonological/Phonemic Awareness: Generate Rhyme, Phoneme Identity, Phoneme Blending, Phoneme Substitution

Phonics: /y/y, /z/z (initial)

Consonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /g/g, /h/h, /i/i, /k/k, /m/m, /n/n, /o/o, /p/p, /kw/qu, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/xFluency SkillSound-Spelling and Word Automaticity; Expression


Grammar Skill: Sentences with

writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]



Prepositions

Weekly Writing Focus: Write a Travel Poster


What would you like to find out about in our country?



L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [1 lesson]

RF.K.2.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/.) [1 lesson]





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). [1 lesson]


Week 3Weekly Concept: Look to the Sky

Essential Question: What do you see in the sky?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingRead AloudTitle: “A View from the Moon”Genre: Informational TextStrategy: Make Predictions

Literature Big Books, Paired SelectionMain Selection Title: Bringing Down the MoonGenre: FictionStrategy: Make Confirm, Revise PredictionsSkill: Character Setting, Plot (Problem and Solution)

Paired Selection Title: “Day and Night Sky”Genre: Informational TextText Feature: Headings

Reading/Writing WorkshopComprehensionShort Text: “Up! Up! Up!”Genre: NonfictionLeveled ReadersStrategy: Make, Confirm, and Revise





*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment PlanSTAR Early Literacy




PredictionsSkill: Character, Setting, Plot (Problem and Solution)Main SelectionGenre: Fantasy

Titles: A: Going UpO: In the CloudsE: In the CloudsB: How Sun and Moon Found Home


Structure

LanguageVocabularyAcademic Words:prepositional phrase

Vocabulary Strategy: Similes

High Frequency WordsforhavetheyofsaidwantheremethiswhatOral Vocabulary WordsdistancerecognizespacechallengesurfaceCategory WordsOpposites

PhonicsPhonological/Phonemic Awareness: Onset and Rime Segmentation, Phoneme Identity, Phoneme Categorization, Phoneme AdditionPhonics: /u/u, /g/g, /w/w, /x/x, /v/v, /j/j, /k/qu, /z/zConsonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /g/g, /h/h, /i/i, /k/k, /m/m, /n/n, /o/o, /p/p, /kw/qu, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/x, /y/y, /z/zFluency Skill-Sound-Spelling and Word Automaticity; Expression

WritingWriting Trait:

Sentence Fluency

Grammar Skill:Sentences with Prepositions

Weekly Writing Focus: Write a Counting Book

Research & InquiryWeekly Project: What can you see in the sky during the day and at night?



Appendix A Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming,

1987)

Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning

styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visulaize events as they read

Study using flash cards

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read directions aloud to themselves.

Utilize read alouds

Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events

Trace words/sounds on paper, sand, or water

Use manipulatives

Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan

work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX CUniversal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size

Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions

Graphic organizers and concept maps

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose ExamplesTo provide materials that all learners can physically utilize

Use of computers to type when available

Provide help with cutting, pasting, or other physical tasks

Preferential or alternate seating

Provide assistance with organization

Strategy #5: Options for expression and communication

Purpose ExamplesTo allow the learner to express their knowledge in different ways

Allow oral responses or presentations

Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics

Modeling skills and tasks

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and graphics on written documents

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Strategy #8: Options for sustaining effort and persistence

Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plansStrategy #9: Options for self-regulation

Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records, journals, or checklists

Ask students to reflect on behavior and effort

Appendix D Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest

And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for AccommodationHigh Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete informationTiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade progress

K-2

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

K-2

Intermediate Level:

Allow extra time to complete tests. Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Grades 3-5

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Documents

K ELA Curriculu… · Web vie