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K Grade Year at a Glance 2013-2014
Academic Services Unit
* Students should
engage in CV
nonsense word
building beginning
in Unit 2,
progressing to
CVC word
blending by Unit 7
then CVCe word
blending by Unit
22
*Standards 1, 4, 5,
6 and 10 will be
taught the entire
year using
Informational and
Literary Reading
Strands
I extended text
with 3-4 short text
connections per
unit
Students will
engage in complex
text read alouds
Quarter Date
Blu
ep
rin
t
Un
it #
Reading Comprehension
Focus
Phonics
Wonders Connection
U=Unit W=Week
Writing Process Focus
High Frequency Word
1st 8-19-13 Routines/Procedures/Pre-Assessments Smart Start I
8-26-13 1 RL1/RL7/RI1/RI7 Mm,Ss U1W1/U1W3 W3/W7 The, can
9-2-13 2 RL1/RL2/RL6 Aa* U1W2/U1W3 W1/W7 We, see
9-9-13 3 RI1/RI7/RI3 Pp,T t U2W1/ U2W2 W2W7 A, like
9-16-13 4 RL2/RL9/RL5 Review U2W3 W3/W5 Review
9-23-13 5 RL1/RL2/RL3 Ii U3W1 W2/W5 to
9-30-13 6 RL1/RL2 STEM Nn, Final ss/tt U3W2 W3/W5 and
10-7-13 7 RL1/RL3/RL9 C,c initial* U3W3 W1/W5 go
10-14-13 Reteach/Extend
2nd 10-21-13 8 RI5/RI7/RI8 Oo U4W1 W2/W8 you
10-28-13 9 RL1/RL3/RL7 Dd, Hh U4W2/U5W1 W3/W7 Do, my
11-4-13 10 RI6/RI2/RI9 Review U4W3 W2/W8 Review
11-11-13 11 RI1/RI2/RI9 Ee U5W2 W1/W5 Are, that
11-18-13 12 RI1/RI8/RI7 STEM Ff, Rr U5W3 W2/W8 With, he
11-25-13 Thanksgiving Break
12-2-13 13 RL1/RL2/RL7 Bb, Ll, Final LL U6W1 W1/W5 Is, little
12-9-13 14 RL1/RL2/RL3 Kk, CK U6W2 W3/W6 She, was
12-16-13 15 RL1/RL4/RL2 Review U6W3 W2/W5 Review
12-23-13 Christmas Break
1-6-14 16 RI3/RI9/RI7 Uu U7W1 W2/W8 For, have, red
1-13-14 Reteach/Extend
3rd 1-20-14 17 RL1/RL7 Gg, Ww, L blend U7W2 W2/W7 Of, they, blue
1-27-14 18 RL1/RL2 Xx, Vv U7W3 W1/W8 Said, want
2-3-14 19 RL1/RL3/RL9 Jj, Qu, qu U8W1 W3/W6 Here, me, down
2-10-14 20 RI1/RI2/RI8 Yy, Zz U8W2 W2/W8 This, what, green
2-17-14 21 RL1/RL3/RL9 Review U8W3 W3W6 Review
2-24-14 22 RL1/RL3/RL9 Ā, a_e, Sh* U9W1 W1/W5 Help, Too, yellow
3-3-14 23 RL1/RL3 Ī, i_e, Ch U9W2 W3W7 Has, play, white
3-10-14 24 RI1/RI2/RI8 STEM Ō, o_e U9W3 W2/W6 Where, look , orange
3-17-14 Reteach/Extend
3-24-13 Spring Break
4th 3-31-14 25 RL3/RL7/RL9 Ū, u_e U10W1 W3/W5 Good, who, black, one, two
4-7-14 26 RL2/RL7 Ē, ee, e_e, Th, U10W2 W3/W6 Come, does, brown, purple, three, four
4-14-14 27 RI2/RI7/RI3 Ā, Ē, Ī, Ō, Ū U10W3 W1/W8 Review
4-21-14- 5-2-14
28 RI3/RI8/RI9/STEM Ā, Ē, Ī, Ō, Ū SUPPLEMENT W1 Five, six, seven, eight, nine, ten
5-5-14- 5-23-14
29 RI3/RI8/RI9 Ā, Ē, Ī, Ō, Ū SUPPLEMENT W1/W6 Review
5-26-14 6-2-14
Reteach/Extend
Speaking and Listening LACC.K.SL.1-6
Confirm understandings Participate in collaborative discussions Report findings
Foundational Reading Skills LACC.K.RF.1-4:
Address basic print features,
spoken words, syllables, sounds,
phonics, word recognition, and
fluency
Language LACC.K.L.1, 2, 4, 5, 6
Study and apply grammar and vocabulary
in speaking and writing
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 1: Key Details in Print and Visual Text
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Mm,Ss High Frequency Word Focus: The, I, can Key Vocabulary: details questions ask answer text illustrations illustrator author picture 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students Bellringer:
Learning Goal: Students will identify key details in print and visual text to comprehend the meaning of text. Objectives: Students will be able to:
Identify key details of a text
Ask questions about key details in a text
Identify purpose of illustrations
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.3.7: With prompting and support,
describe the relationship between illustrations
and the story in which they appear (e.g., what
moment in a story an illustration depicts).
LACC.K.RI.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RI.3.7: With prompting and support,
describe the relationship between illustrations
and the text in which they appear (e.g., what
person, place, thing, or idea in the text an
illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
provide a reaction to what happened.
LACC.K.W.3.7: Participate in shared research
and writing projects (e.g., explore a number of
Essential Content & Understanding:
Reading Strand
LACC.K.RL.1.1/ LACC.K.RI.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.3.7/ LACC.K.RI.3.7
Knowledge:
Identify illustrations and text
Reasoning:
Describe people, places and things
illustrations depict
Describe ideas illustrations depict
Describe the relationships between
illustrations
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.3 Knowledge:
Choose a single event to discuss Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains:
Essential Questions: How do the words and illustrations work together to help me understand what I read?
How does asking questions while I read help me
understand what I read?
Resources/Links: (Suggested Text Options) Wonders: Unit 1 Week 1/ Unit 1 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning How does each illustration give clues about
the characters, setting, or events in the story? How does the information provided by the
illustration compare to the information provided by the words in the text?
What details can we gather about the characters and setting using the text and illustrations?
Who, what, where, when questions Who was is in the story? What was this about? What happened next? Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? After looking at the picture, what do you
think will happen next? Why do you think the illustrator drew this
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 1: Key Details in Print and Visual Text
books by a favorite author and express opinions
about them).
Reading Foundation:
LACC.K.RF.1-4:
Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
relevant details a logical sequence of events a reaction
LACC.K.W.3.7 Knowledge: Identify sources and tools for shared
research Reasoning: Determine appropriate sources and tools to
conduct shared research Participate in shared research and writing
projects
picture? What can you learn about ___character’s
name___ by looking at the pictures? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 2: Key Details and Main Idea
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Aa* High Frequency Word Focus: We, see Key Vocabulary: details retell main events story problem beginning, middle, end character resolution solve sequence 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students Bellringer:
Learning Goal:
Students will identify and use key details to retell the story.
Objectives:
Students will be able to:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text
Retell a familiar story including key details
Name the author and illustrator
Define author and illustrator purpose
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
LACC.K.RL.2.6: With prompting and support,
name the author and illustrator of a story and
define the role of each in telling the story.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: Use a combination of drawing,
dictating, and writing to compose opinion pieces
in which they tell a reader the topic or the name
of the book they are writing about and state an
opinion or preference about the topic or book
(e.g., My favorite book is...).
LACC.K.W.3.7: Participate in shared research
and writing projects (e.g., explore a number of
books by a favorite author and express opinions
about them).
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment two phonemes orally
Build CV nonsense word using
manipulatives
Read CV nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.2
Knowledge:
Identify key details of a story
Retell a familiar story including key
details
LACC.K.RL.2.6
Knowledge:
Name the author and illustrator
Define author purpose
Define illustrator purpose
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
Essential Questions:
How do I gather information about a story?
How do I determine the key events in a story?
Resources/Links: (Suggested Text Options) Wonders: Unit 1 Week 2/Unit 1 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What information tells you about the
characters, individuals or setting in a story? What are the differences between the
beginning, middle and end? Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me what happened in the story? Using these pictures/cards, can you tell what
happened in the story? What happened first? What was the story about? What did the character do to solve the
problem?
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 2: Key Details and Main Idea
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
journal entries.
LACC.K.W.1.1
Knowledge:
Identify the title of a book or topic to
write about
Recognize what an opinion is
Reasoning:
Formulate an opinion about a book or topic
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
LACC.K.W.3.7 Knowledge: Identify sources and tools for shared
research Reasoning: Determine appropriate sources and tools to
conduct shared research Participate in shared research and writing
projects
What happened at the end of the story?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 3: Key Details with Textual Connections and Visual Text
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Pp,T t High Frequency Word Focus: A, like Key Vocabulary: Identify Setting/place Time Problem Solution Conclusion Events Happened Illustrations Relationship 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will identify key details in print and visual text to comprehend the meaning of text.
Objectives:
Students will be able to:
Identify key details in an informational text including individuals, events, or ideas Ask and answer questions about the key details in an informational text Describe people, places and things illustrations depict
Describe ideas illustrations depict
Benchmarks/Standards Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RI.1.3: With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
LACC.K.RI.3.7: With prompting and support,
describe the relationship between illustrations
and the text in which they appear (e.g., what
person, place, thing, or idea in the text an
illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment two phonemes orally
Build CV nonsense word using
manipulatives
Read CV nonsense words
Reading Strand
LACC.K.RI.1.1
Knowledge: Identify key details in an informational
text Ask questions about the key details in an
informational text Answer questions about key ideas in
informational text LACC.K.RI.1.3
Knowledge:
Identify key details about an individual
in an informational text
Identify details about events or ideas in
an informational text
Reasoning:
Discuss the connection between two
individuals, events, ideals, or pieces of
information
Identify the relationship between elements
Essential Questions:
Why is it important to look at the characters,
individuals, setting, or events in a story?
Why are certain illustrations used by an author to
support a particular piece of text?
Resources/Links: (Suggested Text Options) Wonders: Unit 2 Week 1/ Unit 2 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Using the information in the story, how
would you describe the character or individual, setting or events?
How would you compare/contrast the character, individual, setting or events to another character, individual, self…?
How does each illustration give clues about the characters, setting, or events in the story?
How does the information provided by the illustration compare to the information provided by the words in the text?
What details can we gather about the characters and setting using the text and
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 3: Key Details with Textual Connections and Visual Text
Bellringer:
provide a reaction to what happened.
LACC.K.W.3.7: Participate in shared research
and writing projects (e.g., explore a number of
books by a favorite author and express opinions
about them).
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
in an informational piece
LACC.K.RI.3.7
Reasoning:
Describe people, places and things
illustrations depict
Describe ideas illustrations depict
Describe the relationships between
illustrations
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.3
Knowledge:
Choose a single event to discuss Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.3.7 Knowledge: Identify sources and tools for shared
research Reasoning: Determine appropriate sources and
tools to conduct shared research Participate in shared research and writing
projects
illustrations? When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 4: Retelling and Compare/Contrast with Multiple Texts
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Character Story Adventures Experiences Compare/contrast Similar/ different 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students Bellringer:
Learning Goal:
Students will retell stories including key details and compare and contrast characters adventures.
Objectives:
Students will be able to:
Identify key details of a story Retell a familiar story including key details Recognize characters in familiar stories
Determine similarities and differences of adventures and experiences in familiar stories
Recognize common types of text such as storybooks
Benchmarks/Standards Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
LACC.K.RL.3.9: With prompting and support,
compare and contrast the adventures and
experiences of characters in familiar stories.
LACC.K.RL.2.5: Recognize common types of texts
(e.g., storybooks, poems).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
provide a reaction to what happened.
LACC.K.W.2.5: With guidance and support from
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment two phonemes orally
Build CV nonsense word using
manipulatives
Read CV nonsense words
Reading Strand
LACC.K.RL.1.2
Knowledge: Identify key details of a story Retell a familiar story including key
details
LACC.K.RL.3.9
Knowledge:
Recognize characters in familiar stories
Determine similarities and differences
of adventures and experiences in
familiar stories
Reasoning:
Compare adventures and experiences
Contrast adventures and experiences
LACC.K.RL.2.5
Essential Questions:
Why is retelling a story important?
How does comparing and contrasting the
adventures of characters in stories help me to
understand the people?
Resources/Links: (Suggested Text Options) Wonders: Unit 2 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Can you tell me what happened in the story? Using these pictures/cards, can you tell what
happened in the story? What happened first? What was the story about? What did the character do to solve the
problem? What happened at the end of the story? Can you tell me what happened in the story? Using these pictures/cards, can you tell what
happened in the story?
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 4: Retelling and Compare/Contrast with Multiple Texts
adults, respond to questions and suggestions
from peers and add details to strengthen
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Knowledge:
Recognize common types of text such as
storybooks
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.3
Knowledge:
Choose a single event to discuss Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.2.5
Knowledge: Recognize how to respond to questions
and suggestions from peers Recognize how to add details to
strengthen writing as needed Reasoning: Develop writing by responding to questions
and suggestions from peers Develop writing by adding details to
strengthen writing as needed
What happened first? What was the story about? What did the character do to solve the
problem? What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 5: Key Details and Retelling
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ii High Frequency Word Focus: to Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will identify and use key details to retell the story.
Objectives:
Students will be able to:
Identify key details of a story
Retell a familiar story including
Ask questions about key details in a text
Answer questions about key details in a text
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
from peers and add details to strengthen
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment two phonemes orally
Build CV nonsense word using
manipulatives
Read CV nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.2
Knowledge:
Identify key details of a story
Retell a familiar story including
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
Writing Strand
Essential Questions:
How do the events in the story help me understand how the world works?
Resources/Links: (Suggested Text Options) Wonders: Unit 3 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What is the author telling us? Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me
what happened in the story? Using these pictures/cards, can you tell what
happened in the story? What happened first? What was the story about? What did the character do to solve the
problem?
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 5: Key Details and Retelling
Bellringer:
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand:
LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.2
Knowledge: Identify an informative/explanatory text Select a topic for an
informative/explanatory writing Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.2.5
Knowledge: Recognize how to respond to questions
and suggestions from peers Recognize how to add details to
strengthen writing as needed Reasoning: Develop writing by responding to questions
and suggestions from peers Develop writing by adding details to
strengthen writing as needed
What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 6: Key Details and Retelling
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Nn, Final ss/tt High Frequency Word Focus: And Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will identify and use key details to retell the story.
Objectives:
Students will be able to:
Identify key details of a story
Retell a familiar story including
Ask questions about key details in a text
Answer questions about key details in a text
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.1.W.1.3: Write narratives in which they
recount two or more appropriately sequenced
events, include some details regarding what
happened, use temporal words to signal event
order, and provide some sense of closure.
LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
from peers and add details to strengthen
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment two phonemes orally
Build CV nonsense word using
manipulatives
Read CV nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.2
Knowledge:
Identify key details of a story
Retell a familiar story including
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.3
Knowledge:
Essential Questions:
How do the events in the story help me understand how the world works?
Why is retelling a story important?
Resources/Links: (Suggested Text Options) Wonders: Unit 3 Week 2 Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What is the author telling us? Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me
what happened in the story? Using these pictures/cards, can you tell what
happened in the story? What happened first? What was the story about? What did the character do to solve the
problem?
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 6: Key Details and Retelling
Bellringer:
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Choose a single event to discuss Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.2.5 Knowledge: Recognize how to respond to questions
and suggestions from peers Recognize how to add details to
strengthen writing as needed Reasoning: Develop writing by responding to questions
and suggestions from peers Develop writing by adding details to
strengthen writing as needed
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 7: Character Analysis and Plot
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: C,c initial* High Frequency Word Focus: Go Key Vocabulary: Compare/Contrast Adventures Characters Setting Events 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will understand the plot of the story including analyzing the adventures of characters in the story.
Objectives:
Students will be able to:
Recognize characters in familiar stories
Determine similarities and differences of adventures and experiences in familiar stories
Compare and contrast adventures and experiences
Define character, setting and major events Identify the characters, setting and major events
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.3.9: With prompting and support,
compare and contrast the adventures and
experiences of characters in familiar stories.
LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: Use a combination of drawing,
dictating, and writing to compose opinion pieces
in which they tell a reader the topic or the name
of the book they are writing about and state an
opinion or preference about the topic or book
(e.g., My favorite book is...).
LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
from peers and add details to strengthen
writing as needed.
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.3.9
Knowledge:
Recognize characters in familiar stories
Determine similarities and differences
of adventures and experiences in
familiar stories
Reasoning:
Compare adventures and experiences
Contrast adventures and experiences
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
Writing Strand
Essential Questions:
How do reading stories about made up characters
help me understand the world around me?
Resources/Links: (Suggested Text Options) Wonders: Unit 3 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? What adventure did __character’s name__
have in this story? How is this like another story we read? Did the same things happen to character’s
name? How were the stories different? Can you think of another story that is like this
one? What is the author telling us?
Time Allowed:
1 Week
1st Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 7: Character Analysis and Plot
Bellringer:
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.1
Knowledge:
Identify the title of a book or topic to write
about
Recognize what an opinion is
Reasoning:
Formulate an opinion about a book or
topic
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
LACC.K.W.2.5 Reasoning: Develop writing by responding to
questions and suggestions from peers Develop writing by adding details to
strengthen writing as needed
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 8: Key Details and Visual Text
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Oo High Frequency Word Focus: You Key Vocabulary: Key Details Text Illustrations Relationship Reasons Author Support Points 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
Learning Goal:
Students will identify key details in print and visual text to comprehend the meaning of text.
Objectives:
Students will be able to:
Identify key details in an informational text Ask and answer questions about the key details in an informational text Describe people, places and things illustrations depict
Describe ideas illustrations depict
Identify the reasons an author gives to support point(s)
Identify front cover, back cover, and title page
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.3.7: With prompting and support,
describe the relationship between illustrations
and the text in which they appear (e.g., what
person, place, thing, or idea in the text an
illustration depicts).
LACC.K.RI.3.8: With prompting and support,
identify the reasons an author gives to support
points in a text.
LACC.K.RI.2.5:Identify the front cover, back
cover, and title page of a book.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RI.3.7
Reasoning:
Describe people, places and things
illustrations depict
Describe ideas illustrations depict
Describe the relationships between
illustrations
LACC.K.RI.3.8
Knowledge:
Identify the reasons an author gives to
support point(s)
LACC.K.RI.2.5
Knowledge: Identify front cover, back cover, and title
page
Essential Questions:
What was the author’s reason for writing this
text?
How do the words and illustrations work together to help me understand what I read?
Resources/Links: (Suggested Text Options) Wonders: Unit 4 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning After looking at the picture, what do you
think will happen next? Why do you think the illustrator drew this
picture? What can you learn about ___character’s
name___ by looking at the pictures? Is there anything in the picture that helps
you understand the story better? Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 8: Key Details and Visual Text
around the text
5. Writing and presentation opportunities for students
Bellringer:
LACC.K.W.3.8: With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.2
Knowledge: Identify an informative/explanatory text Select a topic for an
informative/explanatory writing Reasoning: Combine drawing, dictation, and writing
to compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.3.8
Knowledge:
Identify experience or a source
Reasoning:
Gather information from more than one
source to answer a question
Performance:
Answer a question using information from
experience or provided source
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? What is the author telling us?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 9: Plot and Visual Text
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Dd, Hh High Frequency Word Focus: Do, my Key Vocabulary: details questions ask answer text illustrations illustrator author picture 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students
Learning Goal:
Students will understand the plot of the story using illustrations and text.
Objectives:
Students will be able to:
Define character, setting and major events Identify the characters, setting and major events Describe a moment in a story using the illustrations Describe how the illustrations and story are related
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
LACC.K.RL.3.7: With prompting and support,
describe the relationship between illustrations
and the story in which they appear (e.g., what
moment in a story an illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
LACC.K.W.3.7: Participate in shared research
and writing projects (e.g., explore a number of
books by a favorite author and express opinions
about them).
Reading Foundation: LACC.K.RF.1-4:
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
LACC.K.RL.3.7
Reasoning: Describe a moment in a story using the
illustrations Describe how the illustrations and story
are related
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.2
Knowledge:
Essential Questions:
How do the words and illustrations work together to help me understand what I read?
Why is it important to look at the characters,
individuals, setting, or events in a story?
Resources/Links: (Suggested Text Options) Wonders: Unit 4 Week 2/ Unit 5 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? After looking at the picture, what do you
think will happen next? Why do you think the illustrator drew this
picture? What can you learn about ___character’s
name___ by looking at the pictures? Is there anything in the picture that helps
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 9: Plot and Visual Text
4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students Bellringer:
Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Identify an informative/explanatory text Select a topic for an
informative/explanatory writing Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.3.7
Reasoning: Determine appropriate sources and
tools to conduct shared research Participate in shared research and
writing projects
you understand the story better?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
2 Weeks
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 10: Main Topic and Key Details
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Identify Main topic Retell Similarities/ differences 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will determine the main topic using key details in the text and identify similarities and differences between two texts on the same topic.
Objectives:
Students will be able to:
Identify basic similarities between two texts on the same topic
Identify differences between two texts on the same topic
Ask and answer questions about the key details in an informational text Identify the main topic of a text
Retell key details of a text
Name the author and illustrator
Define what an author and illustrator does
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.2: With prompting and support,
identify the main topic and retell key details of a
text.
LACC.K.RI.3.9: With prompting and support,
identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
LACC.K.RI.2.6: Name the author and illustrator
of a text and define the role of each in
presenting the ideas or information in a text.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RI.1.2
Knowledge:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
LACC.K.RI.3.9
Knowledge:
Identify basic similarities between two
texts on the same topic
Identify differences between two texts
on the same topic
LACC.K.RI.2.6
Knowledge:
Essential Questions:
How does asking questions while I read help me understand what I read? How do I gather information about a topic? How do I determine the key details of a topic?
Resources/Links: (Suggested Text Options) Wonders: Unit 4 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What do you think was the most important
thing you learned? Can you ask your partner to tell you what
happened when …? After modeling: Can you ask your partner
how …? What details are the most important to the
story?
Time Allowed:
2 Weeks
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 10: Main Topic and Key Details
Bellringer:
name what they are writing about and supply
some information about the topic.
LACC.K.W.3.8: With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Name the author and illustrator
Define what an author and illustrator
does
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.2
Knowledge: Identify an informative/explanatory text Select a topic for an
informative/explanatory writing Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.3.8 Knowledge:
Identify experience or a source
Reasoning:
Gather information from more than one
source to answer a question
Performance:
Answer a question using information from
experience or provided source
What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly
about? What is the main topic of the text? Can you tell me some key details of the story? Can you tell me what this text is about? Can you tell me how this picture is the same
as this one? We read two books, what was different about
them? We are going to compare these two books.
How were they the same? We are going to fill in this chart; can you tell
me how the two texts we read were different?
What happened first? What happened next? Was this the same order as what we read in the other book?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 11: Compare and Contrast Main Topic of Multiple Texts
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ee High Frequency Word Focus: Are, that Key Vocabulary: Key details Similarities/differences Main topic 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will identify the main topic of two texts on the same topic citing key details.
Objectives:
Students will be able to:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
Identify basic similarities and differences between two texts on the same topic
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RI.1.2: With prompting and support,
identify the main topic and retell key details of a
text.
LACC.K.RI.3.9: With prompting and support,
identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: Use a combination of drawing,
dictating, and writing to compose opinion pieces
in which they tell a reader the topic or the name
of the book they are writing about and state an
opinion or preference about the topic or book
(e.g., My favorite book is...).
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RI.1.1
Knowledge: Identify key details in an informational
text Ask questions about the key details in an
informational text Answer questions about key ideas in
informational text
LACC.K.RI.1.2
Knowledge:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
LACC.K.RI.3.9
Knowledge:
Identify basic similarities between two
texts on the same topic
Essential Questions:
How does asking questions while I read help me understand what I read? How do I gather information about a topic? How do I determine the key details of a topic?
Resources/Links: (Suggested Text Options) Wonders: Unit 5 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What do you think was the most important
thing you learned? Can you ask your partner to tell you what
happened when …? After modeling: Can you ask your partner
how …? What details are the most important to the
story? What was this book/page about? Can you tell me what you learned? Can you tell me what came first?
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 11: Compare and Contrast Main Topic of Multiple Texts
Bellringer:
LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
from peers and add details to strengthen
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Identify differences between two texts
on the same topic
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.1
Knowledge:
Identify the title of a book or topic to write
about
Recognize what an opinion is
Reasoning:
Formulate an opinion about a book or topic
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
LACC.K.W.2.5 Reasoning: Develop writing by responding to
questions and suggestions from peers Develop writing by adding details to
strengthen writing as needed
Which sentence tells what this was mostly about?
What is the main topic of the text? Can you tell me some key details of the story? Can you tell me what this text is about? Can you tell me how this picture is the same
as this one? We read two books, what was different about
them? We are going to compare these two books.
How were they the same? We are going to fill in this chart; can you tell
me how the two texts we read were different?
What happened first? What happened next? Was this the same order as what we read in the other book?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 12: Author’s Reasoning
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ff, Rr High Frequency Word Focus: With, he Key Vocabulary: Author Reasons Support Points Key details Main topic 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Student will identify the specific reasons an author gives to support points in the text.
Objectives:
Students will be able to:
Identify key details in an informational text Ask questions about the key details in an informational text Answer questions about key ideas in informational text Identify the reasons an author gives to support point(s)
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RI.3.8: With prompting and support,
identify the reasons an author gives to support
points in a text.
LACC.K.RI.3.7: 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).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RI.1.1
Knowledge: Identify key details in an informational
text Ask questions about the key details in an
informational text Answer questions about key ideas in
informational text
LACC.K.RI.3.8
Knowledge:
Identify the reasons an author gives to
support point(s)
LACC.K.RI.3.7
Reasoning:
Describe people, places , things and
ideas illustrations depict
Essential Questions:
What was the author’s reason for writing this
text?
How do key details help you understand the main
topic of the text?
Resources/Links: (Suggested Text Options) Wonders: Unit 5 Week 3 Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this
problem? Why do you think the author wrote that? Were there any reasons why you think the
author …? What in the writing made you think that? What do you think was the most important
thing you learned? Can you ask your partner to tell you what
happened when …? After modeling: Can you ask your partner
how …? What details are the most important to the
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 12: Author’s Reasoning
Bellringer:
LACC.K.W.3.8: With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Describe the relationships between
illustrations
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.2 Knowledge: Identify an informative/explanatory text Select a topic for an
informative/explanatory writing Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.3.8
Knowledge:
Identify experience or a source
Reasoning:
Gather information from more than one
source to answer a question
Performance:
Answer a question using information from
experience or provided source
story? What is the author telling us? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 13: Key Details and Retelling
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Bb, Ll, Final LL High Frequency Word Focus: Is, little Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Student will explain the plot and point of view of a story citing relevant details including unique features of genre.
Objectives:
Students will be able to:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text
Identify key details of a story
Retell a familiar story including
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
LACC.K.RI.3.7: With prompting and support,
describe the relationship between illustrations
and the text in which they appear (e.g., what
person, place, thing, or idea in the text an
illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: Use a combination of drawing,
dictating, and writing to compose opinion pieces
in which they tell a reader the topic or the name
of the book they are writing about and state an
opinion or preference about the topic or book
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.2
Knowledge:
Identify key details of a story
Retell a familiar story including
LACC.K.RL.3.7
Reasoning: Describe a moment in a story using the
illustrations Describe how the illustrations and story
are related
Essential Questions:
How do the events in the story help me understand how the world works? How do I determine the key events in a story?
Resources/Links: (Suggested Text Options) Wonders: Unit 6 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning After looking at the picture, what do you
think will happen next? Why do you think the illustrator drew this
picture? What can you learn about ___character’s
name___ by looking at the pictures? Is there anything in the picture that helps
you understand the story better? Can you tell me what happened in the story? Using these pictures/cards, can you tell what
happened in the story?
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 13: Key Details and Retelling
Bellringer:
(e.g., My favorite book is...).
LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
from peers and add details to strengthen
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.1 Knowledge:
Identify the title of a book or topic to write
about
Recognize what an opinion is
Reasoning:
Formulate an opinion about a book or topic
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
LACC.K.W.2.5 Reasoning: Develop writing by responding to
questions and suggestions from peers Develop writing by adding details to
strengthen writing as needed
What happened first? What was the story about? What did the character do to solve the
problem? What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 14: Key Details and Retelling
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Kk, CK High Frequency Word Focus: She, was Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will identify author’s reasoning citing specific evidence including text features.
Objectives:
Students will be able to:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text
Identify key details of a story
Retell a familiar story including
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
provide a reaction to what happened.
LACC.K.W.2.6: With guidance and support from
adults, explore a variety of digital tools to
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.2
Knowledge:
Identify key details of a story
Retell a familiar story including
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
Essential Questions:
How do the events in the story help me understand how the world works? How do I determine the key events in a story?
Resources/Links: (Suggested Text Options) Wonders: Unit 6 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What information tells you about the
characters, individuals or setting in a story? What are the differences between the
beginning, middle and end? Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me what happened in the story?
Time Allowed:
1 Week
2nd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 14: Key Details and Retelling
Bellringer:
produce and publish writing, including in
collaboration with peers.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.3
Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.2.6
Knowledge:
Use basic technology skills
Reasoning:
Select digital tools for producing and
publishing writing
Performance:
Use technology to produce and publish
writing individually and with peers
Using these pictures/cards, can you tell what happened in the story?
What happened first? What was the story about? What did the character do to solve the
problem? What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 15: Key Details and Word Choice
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Key Details Unknown words Text Word choice 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will compare and contrast textual interactions and text features between two texts on the same topic.
Objectives:
Students will be able to:
Formulate a question about unknown words in text
Use resources/strategies to answer questions about unknown words in text
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.2.4: Ask and answer questions about
unknown words in a text.
LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
from peers and add details to strengthen
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.2.4
Reasoning:
Formulate a question about unknown
words in text
Use resources/strategies to answer
questions about unknown words in text
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.2
Knowledge:
Identify key details of a story
Retell a familiar story including key
Essential Questions:
How do the events in the story help me understand how the world works? How do I determine the key events in a story?
Resources/Links: (Suggested Text Options) Wonders: Unit 6 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Do you know something about that word that
will help you? Is there something in the picture that can
help you figure out what the word is? What is the author telling us?
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 15: Key Details and Word Choice
Bellringer:
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
details
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.2 Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.2.5 Reasoning: Develop writing by responding to
questions and suggestions from peers Develop writing by adding details to
strengthen writing as needed
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 16: Making Connections within Texts
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Uu High Frequency Word Focus: For, have, red Key Vocabulary: Key details Connection Individual Events Ideas Similarities/differences Topic 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Student will explain similarities and differences of main idea, plot and character development across texts.
Objectives:
Students will be able to:
Identify key details in an informational text Ask questions about the key details in an informational text Answer questions about key ideas in informational text Identify key details about an individual in an informational text
Identify details about events or ideas in an informational text
Discuss the connection between two individuals, events, ideals, or pieces of information
Identify the relationship between elements in an informational piece
Identify basic similarities between two texts on the same topic Identify differences between two texts on the same topic
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.3: With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
LACC.K.RI.3.9: With prompting and support,
identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
LACC.K.RI.3.7: With prompting and support,
describe the relationship between illustrations
and the text in which they appear (e.g., what
person, place, thing, or idea in the text an
illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand:
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RI.1.3
Reasoning:
Discuss the connection between two
individuals, events, ideals, or pieces of
information
Identify the relationship between
elements in an informational piece
LACC.K.RI.3.9
Knowledge: Identify basic similarities between two
texts on the same topic Identify differences between two texts
on the same topic
Essential Questions:
How does the connection between two (individuals, events, ideas, or pieces of information) help me understand the topic? How does reading multiple books on the same
topic help me better understand the topic?
Resources/Links: (Suggested Text Options) Wonders: Unit 7 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning How does knowing how to use illustrations
and to describe characters/events support the ability to determine the similarities and differences between texts?
How can I identify the differences and similarities between two texts?
How are ________ and __________ connected to
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 16: Making Connections within Texts
Bellringer:
LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
LACC.K.W.3.8: With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.RI.3.7
Reasoning:
Describe people, places , things and
ideas illustrations depict
Describe the relationships between
illustrations
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.2
Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.3.8
Reasoning:
Gather information from more than one
source to answer a question
Performance:
Answer a question using information
from experience or provided source
each other? What was his/her idea? What caused this to happen? Support your answer with events from the
text. What did they do to make this happen? Can you tell what happened after …? What information is most important? What do you think was the most important
thing you learned? Can you ask your partner to tell you what
happened when …? After modeling: Can you ask your partner
how …? What details are the most important to the
story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 17: Key Details and Visual Text
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Gg, Ww, L blend s High Frequency Word Focus: Of, they, blue Key Vocabulary: Key ideas/details details questions ask answer text illustrations illustrator author picture 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will explain the main topic citing textual evidence using text features.
Objectives:
Students will be able to:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text
Define character, setting and major events Identify the characters, setting and major events
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.3.7: With prompting and support,
describe the relationship between illustrations
and the story in which they appear (e.g., what
moment in a story an illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
LACC.K.W.3.7: Participate in shared research
and writing projects (e.g., explore a number of
books by a favorite author and express opinions
about them).
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.3.7
Reasoning: Describe a moment in a story using the
illustrations Describe how the illustrations and story
are related
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
Essential Questions:
Why are certain illustrations used by an author to
support a particular piece of text?
How does asking questions while I read help me understand what I read?
Resources/Links: (Suggested Text Options) Wonders: Unit 7 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning How does each illustration give clues about
the characters, setting, or events in the story? How does the information provided by the
illustration compare to the information provided by the words in the text?
What details can we gather about the characters and setting using the text and illustrations?
Who, what, where, when questions o Who was is in the story?
What was this about? What happened next? Can you ask your neighbor/partner about...? Talk to your partner about...
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 17: Key Details and Visual Text
Bellringer:
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.W.1.2
Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.3.7
Reasoning: Determine appropriate sources and
tools to conduct shared research Participate in shared research and
writing projects
Where did it say that? How did you know that? After looking at the picture, what do you
think will happen next? Why do you think the illustrator drew this
picture? What can you learn about ___character’s
name___ by looking at the pictures? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 18: Key Details and Retelling
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Xx, Vv High Frequency Word Focus: Said, want Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will identify and use key details to retell the story.
Objectives:
Students will be able to:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text
Identify key details of a story
Retell a familiar story including
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.3.8: With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
LACC.K.W.1.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.2
Knowledge:
Identify key details of a story
Retell a familiar story including
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.3.8
Essential Questions:
How does asking questions while I read help me understand what I read? How do the events in the story help me understand how the world works? Why is retelling a story important?
Resources/Links: (Suggested Text Options) Wonders: Unit 7 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What information tells you about the
characters, individuals or setting in a story? What are the differences between the
beginning, middle and end? Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that?
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 18: Key Details and Retelling
Bellringer:
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Reasoning:
Gather information from more than one
source to answer a question
Performance:
Answer a question using information
from experience or provided source
LACC.K.W.1.1
Knowledge:
Identify the title of a book or topic to write
about
Recognize what an opinion is
Reasoning:
Formulate an opinion about a book or topic
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
How did you know that? Can you tell me what happened in the story? Using these pictures/cards, can you tell what
happened in the story? What happened first? What was the story about? What did the character do to solve the
problem? What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 19: Character Analysis and Plot
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Jj, Qu, qu High Frequency Word Focus: Here, me, down Key Vocabulary: Compare/contrast Adventures Experiences Characters Setting Major events 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will understand the plot of the story including analyzing the adventures of characters in the story.
Objectives:
Students will be able to:
Recognize characters in familiar stories
Determine similarities and differences of adventures and experiences in familiar stories
Compare adventures and experiences
Contrast adventures and experiences
Define character, setting and major events Identify the characters, setting and major events
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.3.9: With prompting and support,
compare and contrast the adventures and
experiences of characters in familiar stories.
LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. LACC.K.W.2.6: With guidance and support from
adults, explore a variety of digital tools to
produce and publish writing, including in
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.3.9
Reasoning:
Compare and contrast the adventures
and experiences of characters
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
Essential Questions:
Why is it important to look at the characters,
individuals, setting, or events in a story?
How does comparing and contrasting the
adventures of characters in stories help me to
understand the people?
Resources/Links: (Suggested Text Options) Wonders: Unit 8 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? What adventure did __character’s name__
have in this story? How is this like another story we read? Did the same things happen to character’s
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 19: Character Analysis and Plot
Bellringer:
collaboration with peers.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.W.1.3
Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.2.6 Knowledge:
Use basic technology skills
Reasoning:
Select digital tools for producing and
publishing writing
Performance:
Use technology to produce and publish writing individually and with peers
name? How were the stories different? Can you think of another story that is like this
one? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 20: Main Topic and Author’s Reasoning
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Yy, Zz High Frequency Word Focus: This, what, green Key Vocabulary: Main topic Key details Retell Reasons Support Points Author 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
Learning Goal:
Students will identify the main topic of the text and reasons the author gives to support points in the text.
Objectives:
Students will be able to:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
Identify the reasons an author gives to support point(s)
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.2: With prompting and support,
identify the main topic and retell key details of a
text.
LACC.K.RI.3.8: With prompting and support,
identify the reasons an author gives to support
points in a text.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
LACC.K.W.3.8: With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RI.1.2
Knowledge:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
LACC.K.RI.3.8
Knowledge:
Identify the reasons an author gives to
support point(s)
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
Essential Questions:
What did the author want to convey in this text?
What was the author’s reason for writing this
text?
How do key details help you understand the main
topic of the text?
Why is it important to retell what I learned by
reading?
Resources/Links: (Suggested Text Options) Wonders: Unit 8 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this
problem? Why do you think the author wrote that? Were there any reasons why you think the
author …? What in the writing made you think that? What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly
about?
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 20: Main Topic and Author’s Reasoning
students
Bellringer:
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.W.1.2 Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.3.8 Reasoning:
Gather information from more than one
source to answer a question
Performance:
Answer a question using information
from experience or provided source
What is the main topic of the text? Can you tell me some key details of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 21: Character Analysis and Plot
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Characters Setting Major events Adventures Experiences Compare/contrast 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will understand the plot of the story including analyzing the adventures of characters in the story.
Objectives:
Students will be able to:
Define character, setting and major events Identify the characters, setting and major events Recognize characters in familiar stories Determine similarities and differences of adventures and experiences in familiar stories
Compare adventures and experiences
Contrast adventures and experiences
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
LACC.K.RL.3.9: With prompting and support,
compare and contrast the adventures and
experiences of characters in familiar stories.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
provide a reaction to what happened.
LACC.K.W.2.6: With guidance and support from
adults, explore a variety of digital tools to
produce and publish writing, including in
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C words and nonsense word using
manipulatives
Read CV C words and nonsense words
Reading Strand
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
LACC.K.RL.3.9
Reasoning:
Compare and contrast the adventures
and experiences of characters
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
Essential Questions:
Why is it important to look at the characters,
individuals, setting, or events in a story?
How does comparing and contrasting the
adventures of characters in stories help me to
understand the people?
Resources/Links: (Suggested Text Options) Wonders: Unit 8 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? What adventure did __character’s name__
have in this story? How is this like another story we read? Did the same things happen to character’s
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 21: Character Analysis and Plot
Bellringer:
collaboration with peers.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.W.1.3
Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.2.6 Knowledge:
Use basic technology skills
Reasoning:
Select digital tools for producing and
publishing writing
Performance:
Use technology to produce and publish
writing individually and with peers
name? How were the stories different? Can you think of another story that is like this
one? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 22: Character Analysis and Plot
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, a_e, Sh* High Frequency Word Focus: Help, Too, yellow Key Vocabulary: Characters Setting Major events Adventures Experiences Compare/contrast 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
Learning Goal:
Students will understand the plot of the story including analyzing the adventures of characters in the story.
Objectives:
Students will be able to:
Define character, setting and major events Identify the characters, setting and major events Recognize characters in familiar stories
Determine similarities and differences of adventures and experiences in familiar stories
Compare adventures and experiences
Contrast adventures and experiences
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
LACC.K.RL.3.9: With prompting and support,
compare and contrast the adventures and
experiences of characters in familiar stories.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
LACC.K.RL.3.9
Reasoning:
Compare and contrast the adventures
and experiences of characters
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
Essential Questions:
Why is it important to look at the characters,
individuals, setting, or events in a story?
How does comparing and contrasting the
adventures of characters in stories help me to
understand the people?
Resources/Links: (Suggested Text Options) Wonders: Unit 9 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? What adventure did __character’s name__
have in this story? How is this like another story we read?
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 22: Character Analysis and Plot
students
Bellringer:
from peers and add details to strengthen
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.W.1.1
Knowledge:
Identify the title of a book or topic to write
about
Recognize what an opinion is
Reasoning:
Formulate an opinion about a book or topic
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
LACC.K.W.2.5
Reasoning: Develop writing by responding to
questions and suggestions from peers Develop writing by adding details to
strengthen writing as needed
Did the same things happen to character’s name?
How were the stories different? Can you think of another story that is like this
one? What is the author telling us?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 23: Plot and Key Details
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ī, i_e, Ch High Frequency Word Focus: Has, play, white Key Vocabulary: Key details Characters Setting Major events 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will analyze textual interactions and text features to identify the main topic of the text.
Objectives:
Students will be able to:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a text
Define character, setting and major events Identify the characters, setting and major events
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask
and answer questions about key details in a text.
LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
provide a reaction to what happened.
LACC.K.W.3.7: Participate in shared research
and writing projects (e.g., explore a number of
books by a favorite author and express opinions
about them).
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RL.1.1
Knowledge:
Identify key details of a text
Ask questions about key details in a text
Answer questions about key details in a
text
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
Essential Questions:
Why is it important to look at the characters,
individuals, setting, or events in a story?
How does asking questions while I read help me understand what I read? How do I gather information about a story? How do I determine the key events in a story?
Resources/Links: (Suggested Text Options) Wonders: Unit 9 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Who, what, where, when questions
o Who was is in the story? o What was this about? o What happened next?
Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? When did the story happen?
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 23: Plot and Key Details
Bellringer:
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand:
LACC.K.L.1, 2, 4, 5, 6
Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
journal entries.
LACC.K.W.1.3
Reasoning: Distinguish between relevant and
irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.3.7
Reasoning: Determine appropriate sources and
tools to conduct shared research Participate in shared research and
writing projects
Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? What is the author telling us?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 24: Main Topic and Author’s Reasoning
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ō, o_e High Frequency Word Focus: Where, look , orange Key Vocabulary: Main topic Retell Key details Reasons Support Points Author 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will identify the main topic of the text and reasons the author gives to support points in the text.
Objectives:
Students will be able to:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
Identify the reasons an author gives to support point(s)
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.2: With prompting and support,
identify the main topic and retell key details of a
text.
LACC.K.RI.3.8: With prompting and support,
identify the reasons an author gives to support
points in a text.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.2: Use a combination of drawing,
dictating, and writing to compose
informative/explanatory texts in which they
name what they are writing about and supply
some information about the topic.
LACC.K.W.2.6: With guidance and support from
adults, explore a variety of digital tools to
produce and publish writing, including in
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RI.1.2
Knowledge:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
LACC.K.RI.3.8
Knowledge:
Identify the reasons an author gives to
support point(s)
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
Essential Questions:
How do the events in the story help me understand how the world works? What did the author want to convey in this text?
What was the author’s reason for writing this
text?
Why is it important to retell what I learned by
reading?
Resources/Links: (Suggested Text Options) Wonders: Unit 9 Week 3 Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly
about? What is the main topic of the text? Can you tell me some key details of the story? What does the writer think about this
problem?
Time Allowed:
1 Week
3rd Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 24: Main Topic and Author’s Reasoning
Bellringer:
collaboration with peers.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.W.1.2 Reasoning: Combine drawing, dictation, and writing to
compose informational/ explanatory text to supply additional
information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic
LACC.K.W.2.6 Performance:
Use technology to produce and
publish writing individually and
with peers
Why do you think the author wrote that? Were there any reasons why you think the
author …? What in the writing made you think that? What is the author telling us? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 25: Plot and Visual Text
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ū, u_e High Frequency Word Focus: Good, who, black, one, two Key Vocabulary: Characters Setting Major events Illustrator Relationship Compare/contrast Adventures Experiences 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
Learning Goal:
Students will understand the plot and describe the relationship between illustrations and the text.
Objectives:
Students will be able to:
Define character, setting and major events Identify the characters, setting and major events Identify purpose of illustrations Describe a moment in a story using the illustrations Describe how the illustrations and story are related Compare and contrast the characters adventures and experiences
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.3:With prompting and support,
identify characters, settings, and major events in
a story.
LACC.K.RL.3.7: With prompting and support,
describe the relationship between illustrations
and the story in which they appear (e.g., what
moment in a story an illustration depicts).
LACC.K.RL.3.9: With prompting and support,
compare and contrast the adventures and
experiences of characters in familiar stories.
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RL.1.3
Knowledge:
Define character, setting and major events
Identify the characters, setting and major events
LACC.K.RL.3.7
Reasoning: Describe a moment in a story using the
illustrations Describe how the illustrations and story
are related
LACC.K.RL.3.9
Reasoning:
Compare and contrast the adventures
and experiences of characters
Essential Questions:
Why are certain illustrations used by an author to
support a particular piece of text?
Why is it important to look at the characters,
individuals, setting, or events in a story?
Resources/Links: (Suggested Text Options) Wonders: Unit 10 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What adventure did __character’s name__
have in this story? How is this like another story we read? Did the same things happen to character’s
name? How were the stories different? Can you think of another story that is like this
one? When did the story happen? Where did the story take place? What was the problem in the story?
Time Allowed:
1 Week
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 25: Plot and Visual Text
students
Bellringer:
provide a reaction to what happened.
LACC.K.W.2.5: With guidance and support from
adults, respond to questions and suggestions
from peers and add details to strengthen
writing as needed.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.3
Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.2.5 Reasoning: Develop writing by responding to
questions and suggestions from peers Develop writing by adding details to
strengthen writing as needed
How was the problem solved? How are the characters alike? How are they different? What can you learn about ___character’s
name___ by looking at the pictures? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 26: Retelling and Visual Text
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ē, ee, e_e, Th High Frequency Word Focus: Come, does, brown, purple, three, four Key Vocabulary: Illustrator Relationship Compare/contrast Adventures Experiences Retell Key details 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students
Learning Goal:
Students will retell stories utilizing the illustrations and text.
Objectives:
Students will be able to:
Identify key details of a story Retell a familiar story including Identify purpose of illustrations Describe a moment in a story using the illustrations Describe how the illustrations and story are related
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.2: With prompting and support,
retell familiar stories, including key details.
LACC.K.RL.3.7: With prompting and support,
describe the relationship between illustrations
and the story in which they appear (e.g., what
moment in a story an illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: Use a combination of drawing,
dictating, and writing to narrate a single event
or several loosely linked events, tell about the
events in the order in which they occurred, and
provide a reaction to what happened.
LACC.K.W.2.6: With guidance and support from
adults, explore a variety of digital tools to
produce and publish writing, including in
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RL.1.2
Knowledge: Identify key details of a story Retell a familiar story including
LACC.K.RL.3.7
Reasoning: Describe a moment in a story using the
illustrations Describe how the illustrations and story
are related
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
Essential Questions:
How do the events in the story help me understand how the world works? Why is retelling a story important?
Why are certain illustrations used by an author to
support a particular piece of text?
Resources/Links: (Suggested Text Options) Wonders: Unit 10 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning After looking at the picture, what do you
think will happen next? Why do you think the illustrator drew this
picture? What can you learn about ___character’s
name___ by looking at the pictures? Is there anything in the picture that helps
you understand the story better? Can you tell me what happened in the story? Using these pictures/cards, can you tell what
happened in the story?
Time Allowed:
1 Week
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 26: Retelling and Visual Text
Bellringer:
collaboration with peers.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.W.1.3 Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction
LACC.K.W.2.6 Performance:
Use technology to produce and publish
writing individually and with peers
What happened first? What was the story about? What did the character do to solve the
problem? What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
1 Week
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 27: Main Topic and Textual Connections
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, Ē, Ī, Ō, Ū High Frequency Word Focus: Review Key Vocabulary: Main topic Retell Key details Connection Individuals Events Ideas Information 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text
Learning Goal:
Students will identify the main topic using print and visual text describing connections within the text.
Objectives:
Students will be able to:
Discuss the connection between two individuals, events, ideals, or pieces of information Identify the relationship between elements in an informational piece Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
Describe people, places and things illustrations depict
Describe ideas illustrations depict
Describe the relationships between illustrations
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.2: With prompting and support,
identify the main topic and retell key details of a
text.
LACC.K.RI.1.3: With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
LACC.K.RI.3.7: With prompting and support,
describe the relationship between illustrations
and the text in which they appear (e.g., what
person, place, thing, or idea in the text an
illustration depicts).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RI.1.2
Knowledge:
Identify the main topic of a text
Identify the key details of a text
Retell key details of a text
LACC.K.RI.1.3
Reasoning: Discuss the connection between two
individuals, events, ideals, or pieces of information Identify the relationship between
elements in an informational piece
Essential Questions:
How does the connection between two (individuals, events, ideas, or pieces of information) help me understand the topic? Why are certain illustrations used by an author to
support a particular piece of text?
How do the events in the story help me understand how the world works?
Resources/Links: (Suggested Text Options) Wonders: Unit 10 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly
about?
Time Allowed:
1 Week
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 27: Main Topic and Textual Connections
5. Writing and presentation opportunities for
students Bellringer:
Writing Strand: LACC.K.W.1.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). LACC.K.W.3.8: With guidance and support from
adults, recall information from experiences or
gather information from provided sources to
answer a question.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
LACC.K.RI.3.7
Knowledge:
Identify illustrations and text
Reasoning:
Describe people, places and things
illustrations depict
Describe ideas illustrations depict
Describe the relationships between
illustrations
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.1 Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
LACC.K.W.3.8 Reasoning:
Gather information from more than one
source to answer a question
Performance:
Answer a question using information
from experience or provided source
What is the main topic of the text? Can you tell me some key details of the story? How are ________ and __________ connected to
each other? What was his/her idea? What caused this to happen? Support your answer with events from the
text. What did they do to make this happen? Can you tell what happened after …? What information is most important? What can you learn from the illustrations? What do you think the writer is trying to say? What in the picture helps you think that? Why do you think the illustrator put in that
picture? Does the illustration match what the writer is
trying to say? How do you think the story and the picture
are connected? Describe how the picture helps you
understand what the author has written. Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
2 Weeks
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 28: Main Topic and Textual Connections in Multiple Texts
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, Ē, Ī, Ō, Ū High Frequency Word Focus: Five, six, seven, eight, nine, ten Key Vocabulary: 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students Bellringer:
Learning Goal:
Students will compare and contrast the author’s reasoning and main topic across multiple texts.
Objectives:
Students will be able to:
Identify the main topic and key details of a text Retell key details of a text
Discern details which support (serve as evidence) as compared to details and which do not Identify comparable points between two texts on the same topic Identify basic similarities and differences between two texts on the same topic
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.3: With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
LACC.K.RI.3.8: With prompting and support,
identify the reasons an author gives to support
points in a text.
LACC.K.RI.3.9: With prompting and support,
identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RI.1.3
Reasoning:
Discuss the connection between two
individuals, events, ideals, or pieces of
information
Identify the relationship between
elements in an informational piece
LACC.K.RI.3.8
Knowledge:
Identify the reasons an author gives to
support point(s)
LACC.K.RI.3.9
Knowledge:
Identify basic similarities between two
texts on the same topic
Essential Questions:
How does reading two texts on the same topic
help me learn about the topic?
Resources/Links: (Suggested Text Options) SUPPLEMENT Teacher’s Choice Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this
problem? Why do you think the author wrote that? Were there any reasons why you think the
author …? What in the writing made you think that? How are ________ and __________ connected to
each other? What was his/her idea? What caused this to happen? Support your answer with events from the
text. What did they do to make this happen? Can you tell what happened after …? What information is most important? What details are the most important to the
Time Allowed:
2 Weeks
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 28: Main Topic and Textual Connections in Multiple Texts
opinion or preference about the topic or book (e.g., My favorite book is...). Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
Identify differences between two texts
on the same topic
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.1
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
2 Weeks
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 29: Main Topic and Textual Connections in Multiple Texts
Instructional Focus Benchmarks
The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, Ē, Ī, Ō, Ū High Frequency Word Focus: Review Key Vocabulary: 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively
engage in group reading activities with
purpose and understanding.
1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by
teachers and students 4. Structured discourse strategically planned
around the text 5. Writing and presentation opportunities for
students Bellringer:
Learning Goal:
Students will compare and contrast the author’s reasoning and main topic across multiple texts.
Objectives:
Students will be able to:
Identify the main topic and key details of a text Retell key details of a text
Discern details which support (serve as evidence) as compared to details and which do not Identify comparable points between two texts on the same topic Identify basic similarities and differences between two texts on the same topic
Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.3: With prompting and support,
describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
LACC.K.RI.3.8: With prompting and support,
identify the reasons an author gives to support
points in a text.
LACC.K.RI.3.9: With prompting and support,
identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book
Essential Content & Understanding:
Reading Foundation Strand
Blend and segment three phonemes orally
Build CV C e words and nonsense words
using manipulatives
Read CV C e words and nonsense words
Reading Strand
LACC.K.RI.1.3
Reasoning:
Discuss the connection between two
individuals, events, ideals, or pieces of
information
Identify the relationship between
elements in an informational piece
LACC.K.RI.3.8
Knowledge:
Identify the reasons an author gives to
support point(s)
LACC.K.RI.3.9
Knowledge:
Identify basic similarities between two
texts on the same topic
Identify differences between two texts
Essential Questions:
How does reading two texts on the same topic
help me learn about the topic?
Resources/Links: (Suggested Text Options) SUPPLEMENT Teacher’s Choice Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this
problem? Why do you think the author wrote that? Were there any reasons why you think the
author …? What in the writing made you think that? How are ________ and __________ connected to
each other? What was his/her idea? What caused this to happen? Support your answer with events from the
text. What did they do to make this happen? Can you tell what happened after …? What information is most important?
Time Allowed:
2 Weeks
4th Quarter
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
Unit 29: Main Topic and Textual Connections in Multiple Texts
(e.g., My favorite book is...). LACC.K.W.2.6: With guidance and support from
adults, explore a variety of digital tools to
produce and publish writing, including in
collaboration with peers.
Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,
syllables, sounds, phonics, word recognition,
and fluency
Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in
speaking and writing
Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings
on the same topic
Writing Strand
Routine writing occurring daily with response
to text, writing-to-learn tasks, summaries,
journal entries.
LACC.K.W.1.1
Product:
Write an opinion piece that
introduces the topic or book
demonstrate a combination of drawing,
dictating, and writing
include the topic or title of the book
state an opinion or preference about the
topic or book
provides a sense of closure
LACC.K.W.2.6 Performance:
Use technology to produce and publish
writing individually and with peers
What details are the most important to the story?
Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments
Time Allowed:
2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA
K-5 Literacy Block Aligned to CCSS Draft
Supporting Next Generation Content Standards
Common Core Standards 4, 5, and 6 will be taught the entire year using Informational and Literary Reading Strands
LACC.K.RL.2.4: Ask and answer questions about unknown words in a text
LACC.K.RL.2.5: Recognize common types of texts (e.g., storybooks, poems).
LACC.K.RL.2.6: With Prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
LACC.K.RI.2.4: With prompting and support, ask and answer questions about unknown words in a text.
LACC.K.RI.2.5: Identify the front cover, back cover, and title page of a book
LACC.K.RI.2.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Next Generation Science and Social Studies Standards
SC.K.L.14.2: Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life.
SC.K.N.1.1: Collaborate with a partner to collect information.
Remarks/Examples
CCSS Connections: LACC.KS.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted.
SS.K.C.1.2: Explain the purpose and necessity of rules and laws at home, school, and community.
Remarks/Examples
Examples are attending school and wearing a seat belt.
SS.K.C.2.1: Demonstrate the characteristics of being a good citizen.
Remarks/Examples
Examples are taking turns, sharing, taking responsibility, following rules, understanding the consequences of breaking rules, practicing honesty, self-control, and participating in classroom decision making.
SS.K.C.2.2: Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.