UNIT 1: Building a Foundation

Grade: K Unit Number: 1 Unit Name: Building a Foundation Instructional Days: 30

Evergreen School District ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards

1

Dear Colleagues, Enclosed is a unit that addresses a chunk of the Common Core Reading Literature, Reading Informational, Speaking & Listening, Writing, and Language standards for Kindergarten. We took time to analyze, group and organize them into a logical learning sequence. Thank you for entrusting us with the task of designing a rich learning experience for all students, and we hope to improve the unit as we take this journey together. Sincerely, Kindergarten English-Language Arts Unit Design Team

Unit 1 Building a Foundation

Unit 2 Good Readers Use

Text Features

Unit 3 Informational Text: What’s it all about?

Unit 4 Learning Through

Research

Unit 5 All About Stories

Unit 6 Characters All

Around

30 days/6 weeks 20 days/4 weeks 30 days/6 weeks 35 days/7 weeks 30 days/6 weeks 35 days/7 weeks

UNIT 1: Building a Foundation

EVERGREEN SCHOOL

DISTRICT

K

GRADE

CRITICAL THINKING COLLABORATION COMMUNICATION CREATIVITY



2

Kindergarten English-Language Arts Program At-A-Glance . . . . . . . . . . . . . . 3 Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Foundational Standards (K – 5 only) . . . . . . . . . . . . . . . . . . . . . . . 5 Focus Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Embedded Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 English Language Development (ELD) Standards . . . . . . . . . . . . . . . . . . 8 Learning Chapter Overviews . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

End-of-Unit Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

UNIT 1 TABLE OF CONTENTS



3

Kindergarten English-Language Arts Program At-A-Glance UNIT NAME FOCUS STANDARDS

APPROX. LENGTH

UNIT DESCRIPTION

UNIT 1: Building a Foundation RL.K.6, RI.K.5, RI.K.6, W.K.1, L.K.1f, L.K.5a

30 days or

6 weeks

Kindergarten is the beginning of a formal school experience for many children. This unit focuses first on shared language experiences and collaborative conversations while building the foundations for reading. Knowing the parts of a book and/or text and how to access the written word lays that strong foundation. This unit of study will introduce students to who writes and illustrates books and provides opportunities to share opinions about books and text experienced together.

UNIT 2: Good Readers Use Text Features RL.K.7, RI.K.7, W.K.1, SL.K.3, L.K.1b, L.K.1d

20 days or

4 weeks

How do you know what is important when reading? This unit of study continues to focus on the foundations of reading by looking at different text types and how illustrations relate to the text. The students will also practice how to seek help and get information when needed to form their own opinion.

UNIT 3: Informational Text: What’s it all about? R.K.I4, RL.K.5, RI.K.1, RI.K.4, RI.K.8, W.K.2, W.K.7, SL.K.3, L.K.1c, L.K.1e, L.K.2c, L.K.5b

30 days or

6 weeks

Just the facts Jack! This unit of study will focus on informational text and how to search out the details that describe the main topic. The students will discover why authors choose specific details in their text. Teachers will provide ample informational text for students to explore and experience so that the students can draw/dictate/write about a topic and provide some details.

UNIT 4: Learning Through Research RI.K.2, RI.K.3, RI.K.9, W.K.2, SL.K.4, Sl.K.5, L.K.1f, L.K.5b, L.K.5d

35 days or

7 weeks

How can I communicate my findings? This unit of study will provide students with the opportunity to explore various types of informational text and discover the connections within a text. They will compare similarities and differences in different text and describe what they learned. Students will draw/dictate/write about a topic with some detail and add visuals to provide additional detail.

UNIT 5: All About Stories RL.K.2, RL.K.3, RL.K.4, RI.K.4, W.K.3, W.K.8, SL.K.2, L.K.2d, L.K.4a, L.K.5c

30 days or

6 weeks

Good literature grabs a reader and doesn’t let go. This unit of study gives students a chance to encounter quality literature. The students will describe the story elements of a story and retell familiar stories. They will draw/dictate/write their own story using words to display real-life connections.

UNIT 6: Characters All Around Rl.K.2, RL.K.3, RL.K.9, W.K.3, W.K.7, W.K.8, SL.K.2, SL.K.5, L.K.4b

35 days or

7 weeks

Everyone has favorite characters from literature. This unit of study focuses on characters and allows students to study characters and compare the character’s adventures and experiences. They will draw/dictate/write their own story using information they have gained from their own experiences or resources that are provided by the teacher. They will add visuals to provide additional detail.



4

ENDURING UNDERSTANDINGS Why is it important to know the parts of a book? In this unit, students will learn about concepts of print, the basic features of a book, begin sorting, and recognizing letters and sounds. These concepts are building the foundational skills that will ensure a successful kindergarten experience. Students will also learn the rules of collaborative conversations through shared language experiences. SKILLS AND ARTIFACTS In this unit students will listen to literary and informational texts. The students will be able to identify the role of the author and illustrator in these books. They will also be able to recall basic concepts about print, including some letters and sounds. In addition they will be able to sort common objects. Moreover, they will be able to participate in age appropriate group discussions and dictate to adults their favorite things. LOGICAL CONNECTION OF STANDARDS The standards in this unit are conceptually connected because they are centered on the similarities that books and print have. The students will pay close attention to the relationships between illustrations and the text so when they draw and dictate their opinion piece, their illustrations and description will match. During group discussions they will be able to stay on topic. Students will learn that sorting is an essential basic skill in reading and writing. PLACEMENT IN THE SCOPE OF THE YEAR Since understanding the relationship between an author and an illustrator is necessary in making connections to a book, helping the students become lifelong readers, this unit was placed first.

UNIT 1 OVERVIEW



5

STANDARDS DETAILS Print Concepts RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.

Teachers should address all aspects of print concepts, phonological awareness, phonics and word recognition, spelling, grammar and conventions to develop fluency in both reading and writing in a logical sequence using materials of their choosing (e.g. Treasures, Words Their Way, Zoo Phonics, Alpha Phonics, etc.).

Phonological Awareness RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

These foundations should be practiced daily in a logical sequence for mastery by the end of the school year.

Phonics and Word Recognition RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

FOUNDATIONAL STANDARDS (K – 5 ONLY)



6

These are the standards that are the focus of the unit. These standards will be guaranteed, taught, assessed, and re-taught if necessary. Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s learning. Depth of Knowledge essence is included (DOK). Reading Standards for Literature: RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (DOK 1-3) Reading Standards for Informational Text: RI.K.5. Identify the front cover, back cover, and title page of a book. (DOK 1) RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (DOK 1-3) Writing Standards: W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is... ). (DOK 1-2) Speaking and Listening Standards: SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (DOK 1-4)

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Language Standards: (Although this unit and this grade have specific instructional foci for skills in grammar, punctuation, and language use, students should nevertheless be held accountable to skills learned in previous units and/or grades. Students may need reinforcement of skills that were taught and learned in previous units and years.) L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

(DOK 1) f. Produce and expand complete sentences in shared language activities.

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

(DOK 1-3) a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the

categories represent.

FOCUS STANDARDS



7

EMBEDDED STANDARDS

These are the standards that will be taught and assessed in conjunction with the Focus Standards in most units. While they are not the standards of explicit focus, they will be embedded as a matter of course in most instruction. RL.K.1: With prompting and support, ask and answer questions about key details in a text. RL.K.10: Actively engage in group reading activities with purpose and understanding. RI.K.1: With prompting and support, ask and answer questions about key details in a text. RI.K.4: With prompting and support, ask and answer questions about unknown words in a text RI.K.10: Actively engage in group reading activities with purpose and understanding. W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.



8

ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS

. ENGLISH-LANGUAGE ARTS STANDARD

CORRESPONDING ENGLISH LANGUAGE DEVELOPMENT STANDARD



9

LEARNING CHAPTER OVERVIEWS

The Chapters of Learning should be determined by site during collaborative planning sessions within grade-level teams. Alternate chaptering decisions may be made by site

CHAPTER NAME FOCUS STANDARDS

APPROX. LENGTH

CHAPTER DESCRIPTION AND CRITERIA FOR SUCCESS

CHAPTER 1: Collaborative Conversations RL.K.6, RI.K.5, RI.K.6, SL.K.1a, L.K.1f

10 days or

2 weeks

Students will understand the rules of conversations and respond appropriately. They will have the chance to participate in shared language experiences and understand clear communication requires speaking in complete, detailed sentences. Students will begin to understand the basic features of a book (front cover and back cover) allow readers to use books effectively to gain information. Students will demonstrate understanding through engaging in collaborative conversations and practicing general rules of polite conversation. They will orally produce complete sentences while discussing literature and informational text.

CHAPTER 2: Author/ Illustrator RL.K.6, RI.K.5, RI.K.6, W.K.1, SL.K.1a, L.K.1f, L.K.5a

10 days or

2 weeks

Students will understand the role of the author and illustrator to describe the relationship of the illustrations to the story. They will learn that sorting helps learners see patterns and make connections through comparing, contrasting, and organizing information. Students will understand the importance of forming an opinion based on evidence that is relevant to the topic at hand. Students will demonstrate understanding through discussion of the roles of an author and illustrator. They will identify the parts of a book (front and back cover and title page). They will use drawings to represent their opinion about a given topic.

CHAPTER 3: Giving an Opinion RL.K.6, RI.K.5, RI.K.6, W.K.1, SL.K.1a, L.K.1f, L.K.5a

5 days or

1 week

Students will understand objects can be sorted into different categories given certain criteria. They will be able to locate the author and illustrator on the front cover and title page and explain each contributor’s role. Students will demonstrate understanding of the rules of opinion writing through shared language experiences. They will form an opinion of a story read to them through drawings and dictation of a complete sentence.

End-of-Unit Performance Task and Review W.K.1, L.K.1f, L.K.5a

5 days or

1 week

Students will understand the importance of forming an opinion based on evidence that is relevant to the topic at hand. They will understand objects can be sorted into different categories given certain criteria. Students will demonstrate understanding through a shared reading activity, They will listen to a story, sort pictures of objects related to the story, and draw and dictate a complete sentence of their favorite item related to the story,



10

CHAPTER 1 – 10 days or 2 weeks FoundationalStandards(suggestedfocus)

RF.K.1a Follow words from left to right, top to bottom, and page by page.

Teacherpointstowordsashe/shereadsaloudtostudents.

RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.


RF.K.2a Recognize and produce rhyming words. Teacherreadspoetryand/orbookswithrhymingwords.Pointoutwhichwordsrhyme.Playoralrhymingwordgamesandsingsongs.

STANDARD

LEARNINGTARGETS/SKILLSANDCONCEPTS

PROGRESSION/COGNITIVEAPPLICATION

ESSENTIAL/GUIDINGQUESTION

RL.K.6 SWidentifytheauthorandillustrator.

NameandDefinerolesofauthorandillustrator.

Whatisanauthorandillustrator? Whatdopicturesshowus? Howdotheyhelpthereadersunderstand

whatishappeninginthestory?RI.K.5 SWidentifythefrontandback

coverofabook.Identifyfrontcover,backcover.

Whatarethepartsofabook? Whichisthefrontcover?Backcover? Wheretowestartandwhichwaydowego? Howdoesknowingthepartsofabookhelpus

readit?RI.K.6 SWidentifytheauthorand

illustrator.NameandDefinerolesofauthorandillustrator.


whatishappeninginthestory?SL.K.1a SWknowthatwhentalkingto

others,therearerulesthatwefollowsuchastakingturnsandnotinterruptingotherswhentheyarespeaking.

Participateincollaborativeconversationswithdiversepartnersandfollowagreed‐uponrulesfordiscussions.

Whatdoesitmeantobeagoodlistener? Whatdoesagoodlistenerdo? Whatdoesitmeantobeagoodspeaker? Whatdoesagoodspeakerdo?

L.K.1f SWspeakincompletesentences.

Producecompletesentences. Provideasentenceframeforthestudent. Modelcompletesentences.

Academic Vocabulary author illustrator illustration picture

front cover back cover book story

sentence take turns listen carefully interrupting

Note This first chapter has time built in to accommodate the first days of school. This time allows students to learn the rules of school and conversations as well as settle into the kindergarten routine. It is important to read every day to begin laying the foundations of reading and listening as well as how to participate in courteous conversations. First days of kindergarten book titles that can be used for these first weeks of school are suggested in the appendices.

Sample Rich Task Shared reading and writing experience – whole class or small group: Choose your favorite book about the beginning of school. Discuss the events in the story and ask students to share their favorite part. Encourage students to speak in complete sentences. Provide a sentence frame such as, “I liked the part ….” to help students who are struggling. As students share their favorite part, the teacher records their sentences on chart paper, white board, or computer attached to a projector so students can see the words as they are being written. Optional Technology Connection: Have students draw their picture on an ipad and record their sentence in their own voice.



11

Resources Animals in the Park: An ABC Book by Bob Barner (CA Treasures Big Book, TE Unit 1 pp. S7, S11-S15) *LP (see appendices) Today is Monday song and activity (CA Treasures Teaching Chart 2, TE Unit 1 pp. S6 & S10) Names activity (CA Treasures Teaching Chart 1, TE Unit 1 p. S18) The Name Jar by Yangsook Choi “Friends Follow Rules” - Wonders Content Big Book vol. 1 pp. ii-2 (CA Treasures TE Unit 1 p. 521) Never Spit on Your Shoes by Denys Cazet (first days of school book about class rules) Officer Buckle & Gloria by Peggy Rathmann (school rules and safety) Know and Follow Rules by Cheri J. Meiners M. Ed. What if Everybody Did That? By Ellen Javernick and Colleen M. Madden (consequences of not following rules and general courteous behavior) Tony Baloney School Rules by Pam Munoz Ryan and Edwin Fotheringham Scott Foresman History-Social Science: Unit 1 Getting Along, Lesson 1 “Why do we follow the rules?” (TE binder pp. T12- T14; SS flip chart p. 4 David Goes to School by David Shannon Hands Can by Cheryl Wilson Hudson (CA Treasures Big Book TE Unit 1 pp. S39-S43) Pete the Cat: Rocking in My School Shoes YouTube video http://www.youtube.com/watch?v=KJ0OUB4QR_M



12

CHAPTER 2 – 10 days or 2 weeks FoundationalStandards(suggestedfocus)

RF.K.1a Follow words from left to right, top to bottom, and page by page.


RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters.



STANDARD




RL.K.6 SWidentifytherolesoftheauthorandillustrator.


Whatisanauthorandillustrator? Whatdopicturesshowus? Howdotheyhelpthereadersunderstandwhat

ishappeninginthestory?RI.K.5 SWidentifythefrontand

backcoverofabookaswellasthetitlepage.

Identifyfrontcover,backcover,andtitlepage.

Whatarethepartsofabook? Whichisthefrontcover?Backcover?Title

page? Whatinformationisprovidedonthefront

cover?Titlepage? Wheretowestartandwhichwaydowego? Howdoesknowingthepartsofabookhelpus

readit?RI.K.6 SWidentifytherolesof

theauthorandillustrator.


Whatisanauthorandillustrator? Whatdopicturesshowus? Howdotheyhelpthereadersunderstandwhat

ishappeninginthestory?SL.K.1a SWknowthatwhen

listeningtoothers,weneedtorespondappropriatelyandontopic.




Produceandexpandcompletesentences.

Provideasentenceframeforthestudent. Modelcompletesentences. Whatwordscanyouaddtoyoursentenceto

givemoreinformation?W.K.1 SWdrawapictureto

representtheiropinionandsiterelevantreasonstosupporttheiropinion.

Composeopinionpiecesbystatinganopinionaboutagiventopicorbookthroughacombinationofdrawing,dictating,andwriting.

Drawapictureofyourfavorite(book,animal,color..).

Whatwillyourpicturetellus? Whydoyoulikethis_____?

L.K.5a SWsortpicturesintocategories.

Sortcommonobjectsintocategories.

Whatissorting? Howdowedecidehowtosortsomething? Whyaretheseinthesamecategory?

Academic Vocabulary describe category writtenby illustratedby

drawing opinion titlepage identify

sort alike different favorite



13

Sample Rich Tasks Sorting and Writing Activity: small group Present picture cards of different foods or animals or your choice of picture cards. Have students describe each item. Discuss how the picture cards could be sorted into categories. Write a label for each category on a sentence strip (or paper) and place on a magnetic white board or in a pocket chart. Have students decide which category each picture card belongs, accept all answers. You may want to ask students to support their decisions with reasons. Allow students to make mistakes. Review what pictures are in each category and make any changes as needed after discussion. Tell students they will draw a picture of their favorite item that will fit in one of the categories into which you sorted. Ask them to tell you what is their favorite object they drew in a complete sentence. Record what they say on their picture, either on the front or back. Accept all answers, even if they do not dictate a complete sentence. You may want to give struggling students a sentence frame.

Resources Jazz Baby by Carole Boston Weatherford (CA Treasures Big Book, TE Unit 1 pp. S67-S70) Five Senses Chart activity (CA Treasures, TE Unit 1 p. S76) – substitute picture cards and sort according to what sense is used for different items *LP (see appendices) Same/Different vocabulary activity (CA Treasures, TE Unit 1 p. 213) “A Favorite Season” - Wonders Content Big Book vol. 1 pp. 14-20 – sort picture cards of different seasonal activities/items and draw favorite season (CA Treasures TE Unit 1 pp. 34-35) *LP (see appendices) “Seasons” poem – recite to students, perhaps sing it to the tune of London Bridges (loosely fits) – (Scott Foresman Science TE p. 157b) Seasons Science pages in Scott Foresman Science Big Book Flip Chart - (Scott Foresman Science TE pp. 168-175) Seasons of the Year by Margaret Hall and Jo Miller (Patterns in Nature series) Hi, Koo! A Year of Seasons By John Muth Four Seasons Series by Nuria Roca Mouse’s First Fall by Lauren Thompson When Autumn Comes by Robert Maass A Book of Seasons by Alice and Martin Provensen, YouTube video http://www.youtube.com/watch?v=WhDJDIviAOg “Conversation Sorts” partner activity *LP (see appendices) Word Sort Introductory Activity – Animals: Students sort animal pictures however they can reason. Suggested categories are on page three of the pdf. (see appendices)



14

CHAPTER 3 – 5 days or 1 week

FoundationalStandards(suggestedfocus)RF.K.1a Follow words from left to right, top to bottom, and page by

page.Teacherpointstowordsashe/shereadsaloudtostudents.


RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Introducelettersoundsusingthephonicsprogramofyourchoosing.Practiceeveryday.

STANDARD




RL.K.6 SWidentifytherolesoftheauthorandillustratorandlocatetheirnamesonthefrontcoverandtitlepage.



whatishappeninginthestory?

RI.K.5 SWidentifythefrontandbackcoverofabookaswellasthetitlepage.

Identifyfrontcover,backcover,andtitlepage.

Whatarethepartsofabook? Wheretowestartandwhichwaydowe

go? Howdoesknowingthepartsofabook

helpusreadit?

RI.K.6 SWidentifytherolesoftheauthorandillustratorandlocatetheirnamesonthefrontcoverandtitlepage.



whatishappeninginthestory?

SL.K.1a SWknowthatwhenlisteningtoothers,weneedtorespondappropriatelyandontopic.




Produceandexpandcompletesentences.

Provideasentenceframeforthestudent. Modelcompletesentences.

W.K.1 SWdrawapicturetorepresenttheiropinionandsiterelevantreasonstosupporttheiropinion.

Composeopinionpiecesbystatinganopinionaboutagiventopicorbookthroughacombinationofdrawing,dictating,andwriting.

Drawapictureofyourfavorite(book,animal,color..).

Whatwillyourpicturetellus? Whydoyoulikethis_____?

L.K.5a SWsortpicturesintocategories.

Sortcommonobjectsintocategories.

Whatissorting? Howdowedecidehowtosortsomething? Whyaretheseinthesamecategory?

Academic Vocabulary tell reasons evidence title

same different part dictate

sentence choice categories



15

Sample Rich Tasks Shared Reading and Writing Activity: whole class and small group Read Peter’s Chair by Ezra Jack Keats (CA Treasures trade book or in your school/public library). See discussion questions and lesson in CA Treasures, TE Unit 1 pp. 190-194. Discuss what Peter needed as a baby and what he needs now that he is older. Make a chart similar to the one on page 209 of CA Treasures, TE Unit 1. Ask students for other items they might have used as a baby and what they use now that they are older and add that to the chart. Have students draw a picture chart similar to the one you made as a small group showing one item they used as a baby and one item they use now that they are older. Have them dictate complete sentences (if they are able) to describe their drawing.

Resources Whose Baby Am I? by John Butler (CA Treasures Big Book, TE Unit 1 pp. 22-26) Shared Writing activity (CA Treasures, TE Unit 1 p. 19) “Family Fun” - Wonders Content Big Book vol. 1 pp. 21-24 (CA Treasures TE Unit 1 pp. 118-119) “People and Places” - Wonders Content Big Book vol. 1 pp. 25-27 (CA Treasures TE Unit 1 pp. 118-119) Same/Different vocabulary activity (CA Treasures, TE Unit 1 p. 129)



16

END-OF-UNIT PERFORMANCE TASK – 5 days or 1 week

Teacher instructions for administering the end-of-unit performance task and rubric for scoring. CRITERIA FOR SUCCESS: Students will understand the importance of forming an opinion based on evidence that is relevant to the topic at hand. They will understand objects can be sorted into different categories given certain criteria. ASSESSMENT: Students will demonstrate understanding through a shared reading activity, They will listen to a story, sort pictures of objects related to the story, and draw and dictate a complete sentence of their favorite item related to the story, MATERIALS:

• The Picnic at Apple Park by Alma Flor Ada and F. Isabel Campoy (CA Treasures Big Book) • Pocket chart or magnetic white board with magnets • Sentence strips or paper to write sorting categories • Realia (real food & dishes or playhouse items) OR Picture cards (CA Treasures Photo Cards grades K-2):

watermelon, upside down, strawberry, sandwich, pie, peach, man, ladybug, kite, jump, juice, juggle, guitar. grapes, girl, football, fly, egg, dog, cherry, celery, carrots, boy, bird, bike, berries, bat, banana, apple, ant

• Blank paper • Crayons and/or markers

DIRECTIONS (suggested timing, however you know your class and teaching style best): Day One:

1. Read The Picnic at Apple Park by Alma Flor Ada and F. Isabel Campoy (CA Treasures, TE Unit 1 pp. 106-110).

2. Ask students to identify the front cover, back cover, and title page.

3. Ask them to locate the author and illustrator’s name on either the front cover or the title page.

4. Discuss the story as you go using the questions/prompts in the TE.

Day Two:

1. Review the story The Picnic at Apple Park by Alma Flor Ada and F. Isabel Campoy using the retelling cards.

2. Using realia or pictures cards, sort items into categories. Suggested categories could be similar to those in the story. (activities to do at the park, picnic foods, family members)



17

Day Three: 1. Review the story The Picnic at Apple Park by Alma Flor Ada and F. Isabel Campoy using the retelling

cards. 2. Review the categories and accompanying picture cards. 3. Tell students to think about the story and going to the park for a picnic. Ask them what would be their

favorite part of the picnic. The activities, the food, or the people they are with? Instruct them to draw a picture of their favorite part and dictate what they drew in a complete sentence. Record what they say on their picture, either on the front or back. Accept all answers, even if they do not dictate a complete sentence. You may want to give struggling students a sentence frame.

Extension/Connect to Standards:

1. Sort different fruit and other picnic items. Suggested items to sort include apples, oranges, strawberries, grapes, grape/cherry tomatoes, cup, plate, utensils, water bottle, cookies, raisins, napkin, etc. (realia items or playhouse items)

2. Conduct a sink and float activity using some of the items you sorted above in a small group or as a independent center. Chart what sinks and what floats and discuss why the students think certain items sink and certain items float.

RUBRIC Attempting Approaching Meets

* Draws a single picture of an activity, food, or person you may or may not find at a picnic. * Unable to verbalize favorite part of a picnic. May only say one word. * Word(s) may or may not be related to the picture the student drew.

* Draws a single picture of an activity, food, or person you would find at a picnic. * Verbalizes favorite part of a picnic, but not in a complete sentence. * Description matches picture the student drew.

* Draws one or more pictures of an activity, food, or person you would find at a picnic. * Verbalizes favorite part of a picnic in a complete sentence. * Description matches picture the student drew.



18

APPENDICES This section includes hard copies of the recommended resources we included in the unit, as well as other

supporting documents for your reference.

List of What’s Included: 1. First Days of Kindergarten literature (suggested) 2. ELD Considerations (in progress) 3. Animals in the Park: An ABC Book lesson plan 4. Conversations Sort lesson plan 5. Word Sort Introductory Activity 6. Five Senses Chart lesson plan 7. A Favorite Season lesson plan

Documents

UNIT 1: Building a Foundation