LRSD KINDERGARTEN CURRICULUM MAP: LITERACY AND … quarter 4 2013 2014.pdf · LRSD KINDERGARTEN CURRICULUM MAP: LITERACY AND INTEGRATED CONTENT KEY: WTK – Welcome to Kindergarten

LRSD KINDERGARTEN CURRICULUM MAP: LITERACY AND INTEGRATED CONTENT

KEY: WTK – Welcome to Kindergarten PA – Phonemic Awareness p. – page RA – Read Aloud BB – Big Book TE – Teacher’s Edition EXT – Teacher Support Booklet Extending the Common Core HFW – High Frequency Word SUW – Step Up to Writing CLLG – Comprehensive Language and Literacy Guide WSG – Word Study Guide

LRSD Elementary Literacy Department Kindergarten Literacy & Integrated Content Curriculum Revised 2013 1

UNIT 6 Lesson 26 Economics UNIT 6 Lesson 26

READING WORKSHIP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CCKRL1 With prompting & support, ask & answer questions about key details in a text. CCKRL6 With prompting & support, name the author & illustrator of a story & define the role of each in telling the story. CCKRL9 With prompting & support, compare & contrast the adventures & experiences of characters in familiar stories.

COMPREHENSION/FLUENCY Skill: Cause & Effect Strategy: Visualize Genre: Fantasy Genre: Informational Text, Name Author & Illustrator Fluency: Pause for Punctuation

CLLG 34 p. T27 BB Something Special CLLG 90, p. T26 T33 RA Curious George Makes Pancakes CLLG 91, T14-T15 BB Jobs People Do CLLG 91, p. T50-51 Unit 6 EXT CC p.C2-3 p. T41, T42, T56

CCKRF3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). CCKL4 Determine or clarify the meaning of unknown and multiple-meaning words & phrases based on kindergarten reading and content. CCKL5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

VOCABULARY/WORD STUDY

HFW: do, down

Selected Vocabulary butterfingers magician trophy whiz

Vocabulary Strategy Antonyms

p. T18-T19, T26, T42 ,T48, T56 p. T13, T23, T39, T47, T55 p. T49

CCKRF2d Isolate & pronounce the initial, medial vowel, & final sounds (phonemes) in three-phoneme (consonant-vowel consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) CCKRF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words CCKL2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

P.A./PHONICS

Phonics: review

PA Substitute Phonemes

Kinder WSG p.86-87

WRITING WORKSHOP: WHOLE GROUP LESSONS CC.K.L.1.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). CC.K.L.1.b. Use frequently occurring nouns & verbs.

GRAMMAR

Nouns: singular and plural

p. T20, T36, T44, T52, T58




UNIT 6 Lesson 26 Economics UNIT 6 Lesson 26 CCKW1 Use a combination of drawing, dictating, & 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 . . .) CCKW8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING

Opinion Agree/Disagree Responses Two-Column Guided Responses Great Short Answers Two-Column Guided Responses

SUW L1-6 p.11 SUW L1-9 p.14-15 SUW L1-38 p.59-60 SUW L1-9 p.14-15

CONTENT INTEGRATION

SCIENCE STANDARDS April FOCUS/VOCABULARY MATERIALS NOTEBOOK PROMPTS

LS.3.K.2 Illustrate complete metamorphosis (e.g., butterfly, frog LS.4.K.1 Recognize what it means for a species to be extinct ESS.8.K.2 Identify the uses of land and water

How do butterflies grow and change? How do people and animals use land and water? How can we care for our Earth? Vocabulary: recognize species metamorphosis

Big Book of Science Readers p. 79-80 Trade Books: From Caterpillar to Butterfly D. Heiligman I’m a Caterpillar Jean Marzollo What’s Alive? Kathleen Zoehfeld You’re Aboard Spaceship Earth P. Lauber Earth Day Hurray (Mathstart) Stuart Murphy Earth Day Trudi Trueit

Big Book of Science Readers My Earth

Kids for the Earth (Newbridge) Who Cares About the Earth (Newbridge) Where Does All the Garbage Go? (Newbridge)

Illustrate and record the life cycle of a butterfly. Earth Day: Illustrate and describe the ways you use and conserve water.




UNIT 6 Lesson 26 Economics UNIT 6 Lesson 26 SOCIAL STUDIES CONTENT & STANDARDS FOCUS/VOCABULARY MATERIALS AND LINKS TO LESSONS

Essential Question(s) 1. How does the availability of resources influence economic decisions? 2. What questions are important to ask about wants, goods, and services? Guiding Question(s) 1. What are some examples of goods and services? 2. What is the difference between a consumer and producer? 3. What can money be used for? 4. What is the difference between something we want and something we need? 5. What natural resources, human resources, and capital resources go into producing a good or service? Social Studies SLE’s E.7.K.1 Recognize that all people have economic wants and needs. E.9.K.1 Identify human resources. E.8.K.5 Discuss capital resources. E.8.K.2 Discuss the roles of producers and consumers. E.9.K.1 Recognize that money is used to purchase items. E.9.K.3 Identify services people do for each other. See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies FOCUS

Economics Capital Resources/Human Resources/Natural Resources

VOCABULARY

goods services consumer Producer human resources natural resources capital resources wants need scarce

Social Studies Content Use Curious George Makes Pancakes and Pancakes Pancakes by Eric Carle to review and reinforce economic terms. Additional books can be used as well. Pancakes Pancakes by Eric Carle (A copy of the book is needed. However, you can use the link below for a Read Aloud of the book.) http://www.youtube.com/watch?v=_ss_4XQKgCg Lesson 26 Pancakes Pancakes Lesson Reading Connections CLLG MINILESSON 26 Cause and Effect p. 91 (Curious George Makes Pancakes) Journeys Lesson 26 TE pp T14-T15 Read Aloud “Curious George Makes Pancakes” by Margaret & H.A. Rey Writing Connections

Discuss the term volunteer and fundraiser in the story “Curious George Makes Pancakes”. Use the following statement to write about. Curious George helped make the fundraiser a success. Give 2-3 examples to support this statement.

Assessment Pancakes Pancakes Graphic Organizer---Natural/Human/Capital Resources

Scenario: There was some construction work on the farm and the chickens were bothered by the noise and quit laying eggs. What natural resource do chickens produce? How will this affect the making of Pancakes? Scarcity is when you don’t have enough of something. Follow-up with a discussion of what happens when there is not enough of something in nature that we need. Give examples of things in nature that are becoming scarce. If we don’t have enough of a nature resource, what happens to the price of an item that the natural resource is used to make? Ask students what will happen to the price of pancakes if there are not enough eggs to make as many as people want. This will lead into the next few lessons on the environment.

http://www.youtube.com/watch?v=_ss_4XQKgCg

http://sskinder.wikispaces.com/file/view/Pancakes%20Pancakes%20Lesson%2026.pdf/418105652/Pancakes%20Pancakes%20Lesson%2026.pdf




UNIT 6 Lesson 27 Fantasy UNIT 6 Lesson 27

READING WORKSHIP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CCKRL9 With prompting & support, compare & contrast the adventures & experiences of characters in familiar stories. CCKRI3 With prompting & support, describe the connection between two individuals, events, ideas, or pieces of information in a text. CCKSL2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

COMPREHENSION/FLUENCY

Skill: Compare & Contrast Strategy: monitor/Clarify Genre: Realistic Fiction Genre: Fiction Genre: Informational Text Fluency: Read with expression

CLLG 35 p. T107 BB One of Three CLLG 92, p. T106-113 RA Someone Bigger CLLG 93, p. T94-95 BB Cross-Country Trip CLLG 93, p. T130-131 p. T121, T122, T136

For students reading leveled texts: Administer and analyze one running record per child for 10 children each week.

CCKRF3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). CC.K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

CCKL5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).


HFW: help, have

Selected Vocabulary since invited remember triplets

Vocabulary Strategy Classify & Categorize

p. T98-99, T106, T122, T128, T136 p. T93, T103, T119, T127, T135 p. T129

CCKRF2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCKRF3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

P.A./PHONICS

Phonics Short e

1st Grade Unit 1, p.T294-296, T302, T322-323, T332

WRITING WORKSHOP: WHOLE GROUP LESSONS

CCKL1b Use frequently occurring nouns and verbs GRAMMAR

Subject-verb Agreement (past, present, future)

p. T100, T116, T124, T132, T138




UNIT 6 Lesson 27 Fantasy UNIT 6 Lesson 27 CCKW2 Use a combination of drawing, dictating, & writing to compose informative/explanatory texts in which they name what they are writing about & supply some information about the topic. CCKW6 With guidance & support from adults, explore a variety of digital tools to produce & publish writing, including in collaboration with peers. CCKW7 Participate in shared research & writing projects (e.g., explore a number of books by a favorite author & express opinions about them)

WRITING

Informational/Expository Framed Responses Elements of Informational Writing Class Created Accordion Paragraph The Thinking Game

SUW L 1-8 p.13-14, Tool 1-8a SUW 4-6 p.152 SUW 4-8 p.160 “Kindergarten & Other Beginning Writers” 2nd bullet SUW 4-9 p.162

CONTENT INTEGRATION

SCIENCE STANDARDS April FOCUS MATERIALS NOTEBOOK PROMPTS

LS.3.K.2 Illustrate complete metamorphosis (e.g., butterfly, frog LS.4.K.1 Recognize what it means for a species to be extinct ESS.8.K.2 Identify the uses of land and water

How do butterflies grow and change? How do people and animals use land and water? How can we care for our Earth? Vocabulary: recognize species metamorphosis

Big Book of Science Readers p. 79-80 Trade Books: From Caterpillar to Butterfly D. Heiligman I’m a Caterpillar Jean Marzollo What’s Alive? Kathleen Zoehfeld You’re Aboard Spaceship Earth P. Lauber Earth Day Hurray (Mathstart) Stuart Murphy Earth Day Trudi Trueit

Big Book of Science Readers My Earth

Kids for the Earth (Newbridge) Who Cares About the Earth (Newbridge) Where Does All the Garbage Go? (Newbridge)

Illustrate and record the life cycle of a butterfly. Earth Day: Illustrate and describe the ways you use and conserve water.




UNIT 6 Lesson 27 Fantasy UNIT 6 Lesson 27 SOCIAL STUDIES CONTENT & STANDARDS FOCUS/VOCABULARY MATERIALS AND LINKS TO LESSONS

Essential Question(s) 1 .How do we protect the air, water, and land? Guiding Question(s) 1. What is something you have wanted but there was not enough so you weren’t able to get it? 2. What natural resources can be found on our Earth? 3. Why should we protect our environment? 4. What can you do to protect our Earth? Social Studies SLE’s E.7.K.1 Recognize that all people have economic wants and needs. G.3.K.2 Recognize the importance of protecting the air, water, and land. G.3.K.3 Define physical environment. C.5.K.2 Discuss the rights and responsibilities of being a good citizen. E.7.K.2 Identify the concept of scarcity. See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus Protecting the Earth Natural Resources

Vocabulary

natural resources air land water reduce reuse recycle conservation pollution waste protect environment

Social Studies Content Social Studies Harcourt Unit 4 Harcourt WB pp 23-29, 39-40 Harcourt Science p. 198 Harcourt AR—Lesson 3 Animal; Lesson 4 Natural Resource Reading Connections CLLG MINILESSON 27 Compare and Contrast p. 92 Writing Connections

Write 3-4 things that you can do make the Earth a better place to live. Assessment Earth Day Groceries Project

Brainstorming Ideas for Earth Day Messages

My Earth Day Grocery Bag Plan

http://sskinder.wikispaces.com/file/view/Earh%20Day%20Messages%20Brainstorming.pdf/418634984/Earh%20Day%20Messages%20Brainstorming.pdf

http://sskinder.wikispaces.com/file/view/My%20Earth%20Day%20Grocery%20Bag%20Project.pdf/418635056/My%20Earth%20Day%20Grocery%20Bag%20Project.pdf




UNIT 6 Lesson 28 Things You Can Do UNIT 6 Lesson 28

READING WORKSHIP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CCKRL3 With prompting and support, identify characters, settings, and major events in a story. CCKSL5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCKSL6 Speak audibly and express thoughts, feelings, and ideas clearly.


Skill: Story structure Strategy: Infer/predict Genre: Fantasy Genre: Poetry Fluency: Pause for punctuation

CLLG 36 p. T187 BB Margret and H.A. Rey's You Can Do It, Curious George CLLG 94, p. T188-193 RA The Little Engine That Could CLLG 95, p. T174-175 BB Poems About Doing Things CLLG 95, p. T210-211 p. T201, T202, T216

CCKRF3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). CCKL4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on kindergarten reading & content. CCKL5 a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.


HFW: look, out Selected Vocabulary prize different chef slope

Vocabulary Strategy Context Clues

pp.T178-179, T186, T202, T208, T216 p.T173, T183, T199, T207, T215 p.T209

CCKRF2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCKRF3a Demonstrate basic knowledge of one-to- one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

P.A./PHONICS

Phonics Short e

PA Blending words Substitute phonemes

1st Grade WSG pp.46-47 Kinder Unit 5 EXT CC pp.C6-7

WRITING WORKSHOP: WHOLE GROUP LESSONS CCKL1b Use frequently occurring nouns and verbs.

GRAMMAR

Subject-verb Agreement (past, present, future)

p. T180, T196, T204, T212, T218




UNIT 6 Lesson 28 Things You Can Do UNIT 6 Lesson 28 CCKW2 Use a combination of drawing, dictating, & writing to compose informative/explanatory texts in which they name what they are writing about & supply some information about the topic. CCKW6 With guidance & support from adults, explore a variety of digital tools to produce & publish writing, including in collaboration with peers. CCKW7 Participate in shared research & writing projects (e.g., explore a number of books by a favorite author & express opinions about them)

WRITING

Informational/Expository Planning Guides for Organizing an Accordion Paragraph Train of Thought Topic Sentence Train of Thought

SUW 4-12 p.167, Tools 4-12a-4-12c SUW 4-13 p.168, Tools 4-13a-4-13c SUW 4-17 p.174 “Kindergarten and Other Beginning Writers” SUW 4-13 p.168, Tools 4-13a-4-13c

CONTENT INTEGRATION

SCIENCE STANDARDS April (Animal Babies) FOCUS/VOCABULARY MATERIALS NOTEBOOK PROMPTS

LS.2.K.3 Match parents and offspring How are animal babies like their parents? Vocabulary match offspring

Animal Dads Sneed B. Collard Animals & Their Babies Newbridge Book

Choose an animal and write a story about one day in the life of that family. Construct a T chart identifying 5 animals and their offspring.

SOCIAL STUDIES CONTENT & STANDARDS FOCUS/VOCABULARY MATERIALS AND LINKS TO LESSONS Essential Question(s) 1.How do we protect the air, water, and land? Guiding Question(s) 1. What is something you have wanted but there was not enough, so you weren’t able to get it? 2. What natural resources can be found on our Earth? 3. Why should we protect our environment? 4. What can we do to protect our Earth? Social Studies SLE’s E.7.K.1 Recognize that all people have economic wants and needs. G.3.K.2 Recognize the importance of protecting the air, water, and land. G.3.K.3 Define physical environment. C.5.K.2 Discuss the rights and responsibilities of being a good citizen. E.7.K.2 Identify the concept of scarcity.

See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus Earth Day Protecting the Earth Vocabulary air land water reduce reuse recycle conservation pollution waste protect environment natural resources

Social Studies Content Our Natural Resources Lesson http://www.deq.state.or.us/lq/pubs/docs/sw/curriculum/RRPart0201.pdf Reading Connections CLLG MINILESSON Story Structure p. 94 Writing Connections Write 3-4 sentences that tell about the Earth Day Bag Project. Ask students to write their prediction of what will happen to our Earth if we do not take care of it. Assessment Complete the Earth Day Bag Project and deliver them to the grocery store to be used during the last part of the week to celebrate Earth Day. Have students draw pictures of five natural resources and label the pictures.

http://www.deq.state.or.us/lq/pubs/docs/sw/curriculum/RRPart0201.pdf




UNIT 6 Lesson 29 UNIT 6 Lesson 29

READING WORKSHIP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CCKRL1 With prompting & support, ask and answer questions about key details in a text.

CCKRI2 With prompting and support, identify the main topic and retell key details of a text. CCKSL2 Confirm understanding of a text read aloud or information presented orally or through other media by asking & answering questions about key details and requesting clarification if something is not understood. CCKSL3 Ask & answer questions in order to seek help, get information, or clarify something that is not understood.


Skill: Main Idea and Details Strategy: Question Genre: Informational Text Genre: Fiction Genre: Fairy Tale

Fluency: Reading Rate

CLLG 37 p. T267 BB Look at Us CLLG 94, p. T266-273 RA Baby Brains CLLG 95, p. T254-255 BB The Three Little Pigs CLLG 95, p. T290-291

p.T281-282,T296

CCKRF3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). CC.K.L.4.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). CC.K.L.5c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).


HFW: off, take

Selected Vocabulary projects visitors scared proud

Vocabulary Strategy Figurative Language

p.T258-259,T266,T282,T288,T296 p.T253,T263,T279,T287,T295 p.T289

CCKRF2b Count pronounces, blend, & segment syllables in spoken words. CCKL3a Demonstrate basic knowledge of one-to-one letter- sound correspondences by producing the primary or many of the most frequent sound for each consonant.

P.A./PHONICS Phonics

Short u

PA Blending words Track Syllables

1st Grade Unit 1, p.T388-389, T396, T416-417, T426

WRITING WORKSHOP: WHOLE GROUP LESSONS CCKW2 Use a combination of drawing, dictating, & writing to compose informative/explanatory texts in which they name what they are writing about & supply some information about the topic. CCKW6 With guidance & support from adults, explore a variety of digital tools to produce & publish writing, including in collaboration with peers. CCKW7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author & express opinions about them)

WRITING

Informational/Expository Accordion Essays & Reports Step by Step Report Writing & write

HMH Arkansas Lesson 30 Whole Group Tab: Challenge Yourself! SUW L5-1 p.207 “Kindergarten & Other Beginning Writers” SUW L5-2 p.211 “Kindergarten & Other Beginning Writers”




UNIT 6 Lesson 29 UNIT 6 Lesson 29 CCKL1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

GRAMMAR

Prepositions: for, to, with Prepositions

p.T260,T276,T284,T292,T298 Unit 6 EXT CC p.C10-11

CONTENT INTEGRATION

SCIENCE STANDARDS May (Animal Babies) FOCUS/VOCABULARY MATERIALS NOTEBOOK PROMPTS




SOCIAL STUDIES CONTENT & STANDARDS FOCUS/VOCABULARY MATERIALS AND LINKS TO LESSONS

Essential Question(s) 1.How does the availability of resources influence economic decisions? Guiding Question(s) 1. What are some consequences that occur from the everyday choices that we make? 2. What is opportunity cost? 3. How do we depend on each other in the production of goods and services? Social Studies SLE’s E.7.K.1 Recognize that all people have economic wants and needs. E.7.K.2 Discuss the concept of making choices related to wants and needs. E.7.K.2 Identify the concept of scarcity. E.9.K.1 Recognize that money is used to purchase items.

See Social Studies Curriculum Map for Detailed Lessons and Resources

SS FOCUS

Choices/Opportunity Cost Specialization

VOCABULARY

scarce exchange money decision making interdependence goods services consumer opportunity cost producer wants needs division of labor

Social Studies Content Everyday Opportunities Lesson —Council for Economic Education http://www.econedlink.org/lessons/index.php?lid=738&type=educator Lean on Me We Depend On Each Other! —Council for Economic Education http://www.econedlink.org/lessons/index.php?lid=446&type=educator Reading Connections CLLG MINILESSON 30 Understanding Characters p. 98 Writing Connections

Choose one of the sequencing activities from the Lean on Me We Depend on Each Other Lesson. Have them write a sentence to describe each picture that was sequenced. Assessment Provide some possible summer scenarios that require making a choice. Have students make a choice and discuss the consequences for their choice. i.e. You can go swimming after lunch or go to the library to get a book. If you go swimming right after lunch you could get too much sun since it is the hottest part of the day.

http://www.econedlink.org/lessons/index.php?lid=738&type=educator





UNIT 6 LESSON 30 Then and Now UNIT 6 LESSON 30

READING WORKSHIP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CCKRL3 With prompting and support, identify characters, settings, and major events in a story. CCKSL4 Describe familiar people, places, things, & events &, with prompting & support, provide additional detail. CCKRL1 With prompting & support, ask & answer questions about key details in a text.


Skill: Understanding Characters Strategy: Summarize Genre: Fantasy Genre: Realistic Fiction Genre: Informational Text

Fluency: Read with expression

CLLG 38 p. T347 BB Miss Bindergarten Celebrates the Last Day of Kindergarten CLLG 98, p.T346-355 RA Pet Show! CLLG 99, p.T334-335 BB Schools Then & Now CLLG 99, p. T372-373 p. T363-T364,T378

CCKRF3c Read common high- frequency words by sight CCKL4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on kindergarten reading & content. CCKL5 With guidance & support from adults, explore word relationships & nuances in word meanings. c. Identify real-life connections between words and their use d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

VOCABULARY/WORD STUDY HFW: do, look, down, out, help, have, off, take

Selected Vocabulary attendance balance perfume success

Vocabulary Strategy Environmental Print

p. T338-339, T346, T364, T370, T378 p. T333, T343, T361, T369, T377 p. T371

CCKRF2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. *(This does not include CVCs ending with /l/, /r/, or /x/.) CCKRF.2b Count, pronounce, blend & segment syllables in spoken words CCKRF3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant CCKRF3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

P.A./PHONICS Phonics Short u

1st Grade WSG p.48-49 Kinder Unit 6 EXT CC p.C4-5

WRITING WORKSHOP: WHOLE GROUP LESSONS CCKL1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

GRAMMAR Preposition: in, on, up, out

p.T340,T358,T366,T374,T380




UNIT 6 LESSON 30 Then and Now UNIT 6 LESSON 30 CCKL4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on kindergarten reading & content. CCKW5 With guidance & support from adults, respond to questions & suggestions from peers & add details to strengthen writing as needed.

WRITING Sentence Writing Sentence Pieces Sentence Pieces Four Part Sentences: Who, Action, Where, When Four Part Sentences Quick sketch & write

SUW L2-11 p.93 “Kindergarten and Other Beginning Writers” SUW L2-11 p. 92, Tools 2-11a, 2-11b SUW L3-2 p.104, Tool 3-2d SUW L3-2 p.104, Tool 302d

CONTENT INTEGRATION

SCIENCE STANDARDS May (Animal Babies) FOCUS MATERIALS NOTEBOOK PROMPTS




SOCIAL STUDIES CONTENT & STANDARDS FOCUS/VOCABULARY MATERIALS AND LINKS TO LESSONS

Essential Question(s) 1. How does the availability of resources influence economic decisions? Guiding Question(s) 1. What are some consequences that occur from the everyday choices that we make? 2. What is opportunity cost? 3. How do we depend on each other in the production of goods and services? Social Studies SLE’s E.7.K.1 Recognize that all people have economic wants and needs. E.7.K.2 Discuss the concept of making choices related to wants and needs. E.7.K.2 Identify the concept of scarcity. E.9.K.1 Recognize that money is used to purchase items.

SS FOCUS

Choices/Opportunity Cost Specialization

VOCABULARY

scarce exchange money decision making interdependence goods services consumer opportunity cost producer wants needs division of labor

Social Studies Content Everyday Opportunities Lesson —Council for Economic Education http://www.econedlink.org/lessons/index.php?lid=738&type=educator

Lean on Me We Depend On Each Other! —Council for Economic Education http://www.econedlink.org/lessons/index.php?lid=446&type=educator Reading Connections CLLG MINILESSON 30 Understanding Characters p. 98

Writing Connections

Choose one of the sequencing activities from the Lean on Me We Depend on Each Other Lesson. Have them write a sentence to describe each picture that was sequenced.

Assessment Provide some possible summer scenarios that require making a choice. Have students make a choice and discuss the consequences for their choice. i.e. You can go swimming after lunch or go to the library to get a book. If you go swimming right after lunch you could get too much sun since it is the hottest part of the day.



Documents

LRSD KINDERGARTEN CURRICULUM MAP: LITERACY AND … quarter 4 2013 2014.pdf · LRSD KINDERGARTEN CURRICULUM MAP: LITERACY AND INTEGRATED CONTENT KEY: WTK – Welcome to Kindergarten