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Lorain City School District Scope, Sequence and Pacing Guides

Ohio’s New Learning Standards: English Language Arts Grade K

Common Formative Assessments will be implemented daily.

English Language Arts Grade K – 1st Quarter

State Standard Topic Standard

Statement Days Clear Learning Target

Content Standard Vocabulary

Resource [adopted and supplemental]

Essential Questions Assessment &

Notes

Wonders Smart Start & Units 1 & 2 Thematic Questions Smart Start: How is everyone special? Who is in your family? What can you do?

Unit 1: How can we get along with new friends? How do baby animals move? How can your senses help you learn? Unit 2: How do tools help us explore? What shapes do you see around you? What kind of bug do you know about?

L.K.2a Conventions of Standard English

Capitalize the first word in a sentence and the pronoun I.

15 I can capitalize the first word in a sentence. I can capitalize the pronoun I in a sentence.

capitalize pronoun

Wonders Online Interactive Games – Sentence Builder

Why do the rules of language matter?

What does it take to communicate

clearly?

Study Island US Programs

(Common Core) Language Standards

L.K.6 Vocabulary Acquisition and Use

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

6 I can discover new words and phrases through reading, and listening, and conversation. I can use my new words and phrases when speaking and writing.

list phrase

Trade Books

Wonders Online Interactive Games –

Category Words Mini Lessons

BrainPOPJr -‐ WORDS

When a word doesn’t make

sense, what can I do?

I do I use what I know to figure out

what I don’t know?



Observation

Student Journals

Discussion

Question and Answers




RF.K.1 Print Concepts

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

15 I can hold a book correctly. I can recognize that books are read from left to right and top to bottom. I can recognize that words are separated by spaces before and after them. I can recognize upper-‐ and lowercase letters.

left right order right-‐side up text uppercase letter lowercase letters

Wonders Online eBooks – Big Books & Reading/ Writing Workshop

Classroom Library -‐ Big Books, Trade Books, Leveled Readers, Library

Books

What do good readers do?

What do good writers do?



RF.K.2c Phonological Awareness

Blend and segment onsets and rimes of single-‐syllable spoken words.

11 I can blend sounds into words. I can segment words into sounds. I can blend letter sounds to say a single-‐syllable word.

blend segment initial/onset sound rime end sounds

Wonders Online Interactive Games – Phonemic Awareness

Letter Blending

Cards

Quick Erase

Starfall – Learn to Read

Why are sounds and letters important?

How do sounds and letters create

words?

Checklist

Observation

Wonders Unit 1 Assessment




Sounding Out Words Games

Phonics Practice

RI.K.7 Integration of

Knowledge and Ideas

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).

8 I can look at an illustration and describe what I see. I can explain how illustrations help me understand the book.

informational text bold print caption picture key

BookFlix

Leveled Nonfiction Books

Trade Books

Big Books

Wonders Online

– Weekly Opener Videos &

Images

Posters

In what ways does creative choice impact an audience?

Whose story is it, and why does it

matter?

Oral Presentations

Questions

Wonders Weekly

Assessments

Wonders Units 1 & 2

Assessments, Benchmark Test

1


Knowledge and Ideas

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

6 I can identify how two texts on the same topic are alike. I can identify how two texts on the same topic are different.

alike different

BookFlix

Wonders Online – Interactive Read Alouds



matter?


(Common Core) Reading

Standards for Informational

Text

Wonders Research and Inquiry Student Checklists




RI.K.10 Range of Reading and Level of Text Complexity

Actively engage in group reading activities with purpose and understanding.

5 I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read.

attentively eye contact

Classroom Library

Big Books

Trade Books

Wonders Online


Images

BookFlix


Am I clear about what I just read? How do I know?

Observation of Partner Reading

Behavior Checklists

RL.K.2 Key Ideas and Details

With prompting and support, retell familiar stories including key details.

9 I can listen to a story and tell the key details. I can retell (put into my own words) stories using key details.

key detail retell

Wonders Online – Time for Kids

Articles

BookFlix



Wonders Benchmark Test

1

Discussion

Oral Presentations

Student Pictures

Journals




RL.K.10 Range of Reading and Level of Text Complexity


10 I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read.

attentively eye contact mimic

Classroom Library

Big Books

Trade Books

Wonders Online


Images

BookFlix




Behavior Checklists

SL.K.1 Comprehension and

Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

20 I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas.

discussion idea

Daily Class Meetings and Discussions

Wonders Online – Reading/ Writing

Workshop Mini Lessons

Discovery Education – Board Builder

What makes meaningful collaboration?

Making meaning from a variety of sources. What will help?

Discovery Education – Board Builder Individual or Small Group Presentation

Wonders Wrap up the Week Activities

Wonders Research &

Inquiry Student Checklists




W.K.3 Text Types and

Purposes

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.

15

I can tell a story about something that happened. I can tell what happened first, next, and last.

first next last label title observation

Daily Writing Opportunities –

Journals

Discovery Education

Writing Prompt Builder

BrainPOPJr. Writing


What’s my

purpose and how do I develop it?

Student Journals

Observation

Writing Rubrics


(Common Core) Writing Standards

End 1st Quarter (9 Weeks)




English Language Arts Grade K – 2nd Quarter





Essential Questions Assessment&

Notes

Wonders Units 3 & 4 Thematic Questions Unit 3: What rules do we follow in different places? What are the different sounds we hear? What places do you do to during the week?

Unit 4: What do people use to do their jobs? Who are your neighbors? How can people help to make your community better? L.K.1f Conventions

of Standard English

Produce and expand complete sentences in shared language activities.

16 I can speak in complete sentences. I can make my sentences better.

descriptive complete sentence details adjective

Think Pair Share

Discussions

Question and Answer


Why do the rules of language matter? What does it take to communicate clearly?

Study Island US Programs (Common Core) Language Standards Observation Discussion Question and Answers

L.K.2a Conventions of Standard English

Capitalize the first word in a sentence and the pronoun I.

5 I can capitalize the first word in a sentence. I can capitalize the pronoun I in a sentence.

capitalize pronoun

Wonders Online

Interactive Games – Sentence Builder


Study Island US Programs (Common Core) Language Standards Writing Rubrics

L.K.2b Conventions of Standard English

Recognize and name end punctuation.

12 I can recognize and name end punctuation such as question mark, exclamation

question mark exclamation point period

Wonders Online

Interactive Games – Sentence


Study Island US Programs (Common Core) Language Standards




point, and period. Builder What does it take to communicate clearly?

Observation Student Journals Writing Rubrics

RF.K.2a Phonological Awareness

Recognize and produce rhyming words.

8 I can recognize words with the same end sound. I can recognize that words with the same end sound rhyme. I can rhyme one word with another.

end sound rhyme


Rhyming

Match Cards & Puzzles

Why are sounds and letters important? How do sounds and letters create words?

Checklist Observation



15 I can blend sounds into words. I can segment words into sounds.

blend segment syllable

Letter Blending Cards

Quick Erase



Phonics Practice






RF.K.3b Phonics and Word

Recognition

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

24 I can say the most common long and short sound for the five vowels.

vowel ABCya Alphabet Games

Clifford Sound Match Game

Starfall -‐ ABCs

PBS Kids

Letter Games

Alphabet Resources

Phonics Practice

Letter Sounds

How do sounds and letters create words? When a word doesn’t make sense, what can I do?

Checklist Daily Work Picture Sorts Observation Wonders Unit 3 & 4 Assessments, Weekly Assessments, Benchmark Tests 1 & 2

RI.K.4 Craft and Structure

With prompting and support, ask and answer questions about unknown words in a text.

5 I can identify words I do not know in a text. I can ask questions about words I do not know in a text.

(No applicable vocabulary)

Trade Books

BookFlix

Author’s Choice: Why does it matter? What makes a story a “great” story?

Discussions Observations

RI.K.8 Integration of Knowledge &

Ideas

With prompting and support, identify the reasons an author gives to support points in a text.

1 I can identify why an author wrote a text. I can identify the points an author makes in a text (e.g., Everyone should recycle.).

point reason

**under-‐represented standard in Wonders, supplement with daily

opportunities to summarize,

such as

In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

Study Island US Programs (Common Core) Reading Standards for Informational Text Formative




I can identify the author’s reasons to support main points. (e.g., Everyone should recycle because landfills are becoming full.)

Jumbled Summary or Alphabet Summary

activities from Strategies That Work Reference Cards

Trade Books

BookFlix

Assessments from Strategies That Work Reference Cards




key detail retell

Wonders Online – Time for Kids Articles

BookFlix

What do good readers do? Am I clear about what I just read? How do I know?

Discussion Oral Presentations Student Pictures Journals


Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the


discussion idea


Wonders Online – Reading/ Writing Workshop Mini Lessons


What makes meaningful collaboration? Making meaning from a variety of sources. What will help?

Discovery Education – Board Builder Individual or Small Group Presentation Wonders Wrap up the Week Activities Wonders Research & Inquiry Student Checklists




topics and texts under discussion). b. Continue a conversation through multiple exchanges.

SL.K.4 Presentation of Knowledge and Ideas

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

2 I can identify familiar people, places, things, and events. I can use details to describe familiar people, places, things, and events.

familiar people place thing event detail

*under-‐represented standard in Wonders, supplement with daily

collaborative opportunities

from Strategies That Work Reference Cards

What makes a presentation “great”? “What I say” versus “how I say it”, does it really matter?

Observation of Collaborative Learning Activities, such as Think Pair Share & Small Group Learning/ Workstations Wonders Wrap up the Week Activities Wonders Research & Inquiry Student Checklists

W.K.3 Text Types and Purposes


12



Daily Writing Opportunities – Journals

Discovery Education Writing Prompt Builder

BrainPOPJr. Writing

What do good writers do? What’s my purpose and how do I develop it?

Student Journals Observation Writing Rubrics Study Island US Programs (Common Core) Writing Standards




W.K.6 Production and

Distribution of Writing

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

1 I can work with my teacher and others to learn about digital tools that produce and publish writing.

digital tool publish

*under-‐represented in Wonders

SMARTBoard – SMART Notebook

iPad apps – Venn,

Educreations, Notes,

Photos/Photo Booth

Discovery Education -‐ BoardBuilder

Writing clearly: What makes a difference? Final product: What does it take?

Writing Rubrics Discovery Education – Board Builder Individual or Small Group Presentation Wonders Wrap up the Week Activities Wonders Research & Inquiry Student Checklists

W.K.7 Research to Build and Present

Knowledge

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

12 I can research a topic with others. I can define research and explain how it is different from other types of writing. I can work with others to write about a research topic.

research topic

Wonders Wrap up the

Week Activities

Daily Message

Shared Writing


Discovery Education Writing Prompt

What do good researchers do?

Wonders Wrap up the Week Activities Student Journals Observation Writing Rubrics Study Island US Programs (Common Core) Writing Standards




Builder

BrainPOPJr. Writing

End 2nd Quarter (9 Weeks)




English Language Arts Grade K – 3rdQuarter State

Standard Topic Standard Statement Days Clear Learning

Target



Essential Questions Assessment

& Notes

Wonders Units 5– 7 Thematic Questions Unit 5: What do living things need to grow? How do living things change as they grow? What kinds of things grow on a farm? Unit 6: How are the seasons different? What happens in different kinds of weather? How can you stay safe in bad weather?

Unit 7: How are some animals alike and how are they different? How do you take care of different kinds of pets? Where do animals live? L.K.1c Conventions

of Standard English

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

14 I can form plural nouns. I can make the correct plural noun when writing or speaking.

plural noun

Journals

Discussions



Observation Journals Think Pair Share

L.K.1d Conventions of Standard English

Understand and use question words (interrogative) (e.g., who, what, where, when, why, how).

7 I can use question words correctly when writing or speaking.

question word

Wonders Wrap up the

Week Activities


Wonders Unit 6 Assessment Daily Discussion of Clear Learning Targets and Thematic Topics


Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

14 I can discover new words and phrases through reading, and listening, and conversation.

list phrase

Trade Books

Wonders Online

Interactive Games – Category Words Mini

When a word doesn’t make sense, what can I do? I do I use what I know to figure out what I don’t

Study Island US Programs (Common Core) Language Standards Observation Student Journals




I can use my new words and phrases when speaking and writing.

Lessons


know? Discussion Question Answers

RF.K.2e Phonological Awareness

Add or substitute individual sounds (phonemes) in simple, one-‐syllable words to make new words.

30 I can add or change the beginning, middle, or end sound to make new words.

end sound beginning middle end blend


Quick Erase

Individual White Boards

Starfall –

Learn to Read




Recognition

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

14 I can say the most common long and short sound for the five vowels. I can identify the five major vowels.

vowel long vowel sound short vowel sound

ABCya Alphabet Games


Starfall -‐ ABCs

PBS Kids

Letter Games

Alphabet Resources

Phonics Practice

Letter Sounds


Checklist Daily Work Picture Sorts Observation Wonders Units 5 & 7 Assessments, Weekly Assessments, Benchmark Tests 1 & 2




RF.K.3d Phonics and Word

Recognition

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

11 I can identify words with similar spelling. I can identify the letter sound that is different in words with similar spellings.

similar different

Wonders Online – Interactive Games & Activities:

Phonics, Build Words

Phonics Practice


Checklist Daily Work Observation

RI.K.3 Key Ideas and Details

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

5 I can describe the connection between two individuals, events, ideas, or pieces of information in a text.

individual event idea piece of information connection

Wonders Online – Graphic

Organizers

Word/ concept Webs

Discussions

BookFlix

Wonders

Online – Time for Kids Articles


Wonders Unit 6 Assessment, Benchmark Test 2 Observation Questions and Answers

RI.K.6 Craft and Structure

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

8 I can name the author and illustrator of a text and tell what each does to make a book.

author illustrator

Trade Books

BookFlix

Author’s choice: Why does it matter?

What makes a story a “great”

story?

Observations

RI.K.10 Range of Reading and Level of Text

Actively engage in group reading activities with

9 I can follow the rules my teacher gives

attentively eye contact

Classroom Library






Complexity purpose and understanding.

for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read.

Big Books

Trade Books

Wonders Online – Weekly

Opener Videos & Images

BookFlix


Behavior Checklists




key detail retell

BookFlix


Wonders Weekly Assessment Discussion Oral Presentations Student Pictures Journals

RL.K.5 Craft and Structure

Recognize common types of texts (e.g., storybooks, poems).

6 I can listen to and look at different types of texts. I can explain that some texts look the same and some look different. I can recognize

text storybook poem play

Trade Books

BookFlix

Author’s choice: Why does it matter? What makes a story a “great” story?

Discussion




when a text is a storybook, poem, play, etc.)


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

10 I can explain the author wrote the words in a book. I can explain that the illustrator made the pictures in a book.

author illustrator

Trade Books

BookFlix

Author’s choice: Why does it matter? What makes a story a “great” story?

Discussion

RL.K.7 Integration of

Knowledge and Ideas

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story the illustration depicts.

6 I can look at an illustration and describe what I see. I can explain how illustrations help me understand the book.

illustrations Trade Books

Poetry Books

Nonfiction Trade Books

BookFlix

In what ways does creative choice impact an audience? Whose story is it, and why does it matter?

Wonders Benchmark Test 2 Question/ Answer Discussions



10 I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye


Classroom Library

Big Books

Trade Books

Wonders Online – Weekly


Observation of Partner Reading Behavior Checklists




contact. I can ask and answer questions about what is being read.

Opener Videos & Images

BookFlix


Collaboration

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.


discussion idea


Wonders Online – Reading/ Writing Workshop Mini Lessons


What makes meaningful collaboration? Making meaning from a variety of sources. What will help?


W.K.6 Production and

Distribution of Writing

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

1 I can work with my teacher and others to learn about digital tools that produce and publish writing.

digital tool publish

*under-‐represented in Wonders SMARTBoard – SMART Notebook

Writing clearly: What makes a difference? Final product: What does it take?

Writing Rubrics Discovery Education – Board Builder Individual or Small Group Presentation




iPad apps – Venn, Educreations, Notes, Photos/Photo Booth Discovery Education -‐ BoardBuilder

Wonders Wrap up the Week Activities Wonders Research &Inquiry Student Checklists


Knowledge

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

18 I can research a topic with others. I can define research and explain how it is different from other types of writing. I can work with others to write about a research topic.

research topic

Wonders Wrap up the Week Activities Daily Message Shared Writing Daily Writing Opportunities – Journals Discovery Education Writing Prompt Builder BrainPOPJr. Writing


Wonders Wrap up the Week Activities Student Journals Observation Writing Rubrics Study Island US Programs (Common Core) Writing Standards

End 3rd Quarter (9 Weeks)







English Language Arts Grade K – 4th Quarter





Essential Questions Assessment &

Notes

Wonders Units 8 – 10 Thematic Questions Unit 8: What can help you go from here to there? What do you know about our country? What do you see in the sky?

Unit 9: How can you help out at home? What do good citizens do? How can things in nature be used to make new things? Unit 10: What can happen when we work together? In what way are things alike? How are they different? What ideas can you suggest to protect the

environment? L.K.1d Conventions

of Standard English

Understand and use question words (interrogative) (e.g., who, what, where, when, why, how).

15 I can use question words correctly when writing or speaking.

question word Wonders Wrap up the Week Activities



clearly?

Observation

Checklists

Daily Discussion of Clear Learning Targets and

Thematic Topics



L.K.1e Conventions of Standard English

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

10 I can use common prepositions correctly when writing or speaking.

preposition Journals




clearly?

Discovery Education – Board Builder Individual or Small Group Presentation




L.K.1f Conventions of Standard English

Produce and expand complete sentences in shared language activities.

13 I can speak in complete sentences. I can make my sentences better.

descriptive complete sentence details adjective

Think Pair Share

Discussions

Question and Answer




clearly?



Observation

Discussion

Question and Answers


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

1 I can identify words that have more than one meaning. I can use a word that has more than one meaning correctly. I can identify the affixes (e.g., prefix, suffix) of unknown words. I can use affixes (e.g., prefix, suffix) to help me define unknown words.

prefix suffix affix

*under-‐represented in Wonders

BookFlix

Starfall – It’s Fun

to Read

BrainPOPJr – Reading &

Writing: WORD



How do I use what I know to figure out what I don’t

know?



Observations or Checklists connected to Small Group Learning/

Workstations, specifically Word Sorts & Categorizing




unknown word.



9 I can blend sounds into words. I can segment words into sounds. I can blend letter sounds to say a single-‐syllable word.

blend segment initial/onset sound rime end sounds

Wonders Online Interactive Games – Phonemic Awareness

Letter Blending

Cards

Quick Erase

Starfall


Phonics Practice



words?

Checklist

Observation

RF.K.2e Phonological Awareness

Add or substitute individual sounds (phonemes) in simple, one-‐syllable words to make new words.

27 I can add or change the beginning, middle, or end sound to make new words.

end sound beginning middle end blend


Quick Erase

Individual White Boards

Starfall – Learn

to Read



words?

Wonders Units 8 & 9 Assessments

Checklist

Observation


Recognition

Associate the long and short sounds with the common spellings

30 I can say the most common long and short sound for the five

vowel ABCya Alphabet Games

Clifford Sound


words?

Checklist

Daily Work




(graphemes) for the five major vowels.

vowels. Match Game

Starfall -‐ ABCs

PBS Kids Letter Games

Alphabet Resources

Phonics Practice

Letter Sounds



Picture Sorts

Observation Wonders Unit 9

& 10 Assessments, Weekly

Assessments, Benchmark Tests 1 & 2


With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

6 I can describe the connection between two individuals, events, ideas, or pieces of information in a text.

individual event idea piece of information connection

Wonders Online – Graphic Organizers

Word/ concept

Webs

Discussions

BookFlix



Wonders Unit 9 Assessment,

Benchmark Test 2

Observation

Questions and Answers


Knowledge & Ideas

With prompting and support, identify the reasons an author gives to support points in a text.

1 I can identify why an author wrote a text. I can identify the points an author makes in a text (e.g., Everyone should recycle.). I can identify the author’s reasons to support main

point reason

*under-‐represented standard in Wonders, supplement with daily

opportunities to summarize, such as Jumbled Summary or Alphabet Summary

activities from



matter?


(Common Core) Reading

Standards for Informational

Text

Formative Assessments

from Strategies That Work Reference




points. (e.g., Everyone should recycle because landfills are becoming full.)

Strategies That Work

Reference Cards

Trade Books

BookFlix

Cards




key detail retell

Wonders Online – Time for Kids

Articles

BookFlix



Discussion

Oral Presentations

Student Pictures

Journals


Ask and answer questions about unknown words in a text.

3 I can identify unknown words in a text. I can ask questions about unknown words in a text. I can answer questions about unknown words in a text.

unknown *under-‐represented in Wonders

Trade Books

BookFlix

Strategies That Works Quick Reference Cards –

Compression Strategies


What makes a story a “great”

story?

Discussion


With prompting and support, name the author and illustrator of a story and define the role

8 I can explain the author wrote the words in a book. I can explain that the illustrator

author illustrator

Trade Books

BookFlix


What makes a

Discussion




of each in telling the story.

made the pictures in a book.

story a “great” story?

RL.K.9 Integration of

Knowledge and Ideas

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

9 I can identify characters in stories I read or hear. I can describe the adventures and experiences of a character in a story. I can tell how the adventures and experiences of a character are alike and different.

character adventure experience compare contrast

Trade Books

Poetry Books

Nonfiction Trade Books

BookFlix



matter?

Question/ Answer

Discussions



9 I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is


Classroom Library

Big Books

Trade Books

Wonders Online


Images

BookFlix




Behavior Checklists




being read.


Purposes

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 …).

9

I can identify the topic or name of a book. I can determine my opinion or preference about a topic or book. I can use drawings and words to share my opinion or preference about a topic or book.

opinion topic


Journals

Discovery Education


BrainPOPJr. Writing


What’s my


Student Journals

Observation

Writing Rubrics




Purposes


7




Journals

Discovery Education


BrainPOPJr. Writing


What’s my


Student Journals

Observation

Writing Rubrics




Knowledge

Participate in shared research and writing projects (e.g., explore a

17 I can research a topic with others. I can define

research topic







number of books by a favorite author and express opinions about them).

research and explain how it is different from other types of writing. I can work with others to write about a research topic.

Daily Message

Shared Writing


Journals

Discovery Education


BrainPOPJr. Writing

Student Journals

Observation

Writing Rubrics



End 4th Quarter (9 Weeks)




English Language Arts Grade K – Ongoing





Essential Questions Assessment&

Notes

Wonders Units 1 – 10 L.K.1a Conventions

of Standard English

Print many upper-‐ and lowercase letters

On-‐going

I can print many upper-‐ and lowercase letters.

uppercase letter lowercase letter

iPads – Interactive Chalkboard & Whiteboards

Wonders Online

Interactive Games –

Handwriting Practice


Student Journals Observation Writing Rubrics

L.K.1b Conventions of Standard English

Use frequently occurring nouns and verbs.

On-‐going

I can use common nouns and verbs correctly when writing or speaking.

noun verb

Wonders Online

Interactive Games –

Grammar Mini Lessons


What does it take to communicate clearly?


L.K.5c Vocabulary Acquisition and Use

Identify real-‐life connections between words and their use (e.g., note places at school that are colorful).

On-‐going

I can connect words I hear and see to the real world.

connections BookFlix How do I use what I know to figure out what I don’t know?





RF.K.2d Phonological Awareness

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-‐phoneme (CVC) words. This does not include CVC words ending with /l/, /r/, or /x/.

On-‐going

I can add or change the beginning, middle, or end sound to make new words.

end sound vowel vowel sound beginning middle end segment


Quick Erase


Phonics Practice

Starfall –

Learn to Read


Checklist Observation Study Island US Programs (Common Core) Reading Standards: Foundational Skills Wonders Unit Assessments 1-‐8

RF.K.3a Phonics and Word

Recognition

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

On-‐going

I can say the most common sound of each consonant.

consonant ABCya Alphabet Games


Starfall-‐ABCs

PBS Kids

Letter Games

Alphabet Resources

Phonics Practice

Letter Sounds


Checklist Daily Work Picture Sorts Observation Wonders Unit Assessments 1 – 10, Weekly Assessments, Benchmark Tests 1 & 2




RFK.3c Phonics and Word

Recognition

Read common high-‐frequency words by sight (e.g., the, of, to you, she, my, is, do, does).

On-‐going

I can recognize common words found in texts. I can read common words without sounding them out.

sight words Sight Word Concentration

Starfall –

Learn to Read

More Sight Words Games

Sight Word Bingo


Observation Daily Reading Word Lists Wonders Weekly Assessments, Benchmark Tests 1 & 2

RF.K.4 Fluency Read emergent-‐reader texts with purpose and understanding.

On-‐going

I can read a text with common sight words. I can use the pictures in a text to help me understand it. I can retell the story I read.

fluency fluently expression sight word retell

Shared Stories

Wonders Online – Leveled Readers & Printable Leveled Readers

BookFlix

What do good readers do? Why does fluency matter?

Observations Partner Reading Oral Reading Wonders Online – Running Records/ Benchmark Books


With prompting and support, ask and answer questions about key details in a text.

On-‐going

I can explain that a key detail is an important part of a text. I can ask and answer questions about a text (e.g., who, what, when, where, and how). I can ask and answer questions before,

key detail before during after

Wonders Online – Time for Kids Articles

BookFlix


Study Island US Programs (Common Core) Reading Standards for Informational Text Wonders Unit Assessments 1, & 2




during, and after reading a text.

Benchmark Tests 1 & 2


With prompting and support, identify the main topic and retell key details of a text.

On-‐going

I can define the main topic of a text. I can retell the key details of a text.

main topic retell key detail

Trade Books

Big Books

Leveled Nonfiction Books

BookFlix


Discussion Oral Presentations Student Pictures Journals Wonders Unit Assessments 8 & 10 Benchmark Tests 1 & 2


With prompting and support, ask and answer questions about key details in a text.

On-‐going

I can ask and answer questions about text (e.g., who, what, where, when, why, and how). I can ask and answer questions before, during, and after reading a text. I can explain that a key detail is an important part of a text.

key detail before during after

BookFlix

Wonders Online – Leveled Readers & Printable Leveled Readers


Observation Questions Study Island US Programs (Common Core) Reading Standards for Literature Wonders Unit Assessments 1 – 4, 6, Benchmark Tests 1 & 2





With prompting and support, identify characters, settings, and major events in a story.

On-‐going

I can define character, setting, and major event. I can identify characters in a story. I can identify the settings in a story. I can identify the major events in a story.

character setting event

BookFlix What do good readers do? Am I clear about what I just read? How do I know?

Wonders Unit Assessments 3 -‐5, 7 – 10, Benchmark Tests 1 & 2

SL.K.2 Comprehen-‐sion &

Collaboration

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.

On-‐going

I can identify key information presented in different formats (e.g., text read aloud, oral presentation, video, audio book, website). I can ask questions about key details of information presented in multiple ways. I can answer questions about key details of information presented in multiple ways. I can ask for clarification if I do not understand something.

media key detail presentation

BookFlix


What makes collaboration meaningful? What will help make meaning of a variety of sources?





SL.K.6 Presentation of Knowledge and Ideas

Speak audibly and express thoughts, feelings, and ideas clearly.

On-‐going

I can explain why it is important to form my words clearly when speaking. I can speak in a voice that others can hear and understand. I can share my thoughts, feelings, and ideas clearly when I speak.

thought feeling idea clearly


What makes a presentation great? Does “what I say” versus “how I say it” really matter?

Observation Question and Answer Discovery Education – Board Builder Individual or Small Group Presentation Wonders Wrap up the Week Activities Wonders Research & Inquiry Student Checklists

W.K.2 Text Types and Purposes

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.

On-‐going

I can select a topic and information to share. I can use drawing and words to name and give information about a topic.

topic information


Discovery Education Writing Prompt Builder

What do good writers do? What’s my purpose and how do I develop it?

Student Journals Observation Writing Rubrics Study Island US Programs (Common Core) Writing Standards

Ongoing

Documents

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