USER GUIDE FOR ALIGNMENT DOCUMENTS

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1 USER GUIDE FOR ALIGNMENT DOCUMENTS The overview document is a tool for long-range planning. Titles for the units of study reflect the focus of the unit The standards are listed in their entirety in each unit. Teachers can view the sequence of the standards at a glance in this document. 1 ELA Alignment Documents for Quarter 2, 2013

2 This section of the planner provides teachers with a brief overview of the unit. The Desired Results state the goals for the unit. Teachers use this section in their planning to make certain learning tasks are rigorous. Journey s Content 2 ELA Alignment Documents for Quarter 2, 2013

3 UNIT OVERVIEW For KINDERGARTEN of Study 1 of Study 2 of Study 3 of Study 4 of Study 5 of Study 6 Title Building Reading Habits Growing Ideas about Stories Storytellers Use Details to Make Stories Digging Deeper Details Make Topics Interesting Researching Facts to Teach Others Interesting Pacing Days Days Days Days Days Days Alignment with Quarter CCSS Reading Standards Focus Benchmark Assessments Quarter 1 Quarter 2 Quarter 3 Quarter 4 RL.K.1 RL.K.4 RL.K.5 RL.K.6 RL.K.7 RL.K.9 Narrative Narrative Opinion Concepts of Print Concepts of Print Concepts of Print RI.K.1 RI.K.3 RI.K.4 RI.K.6 RI.K.7 RI.K.9 Strengthen Narrative Concepts of Print Opinion Concepts of Print Informative Concepts of Print Letter ID Letter ID Letter ID Letter ID Letter ID Letter ID Formative Assessments Words in Isolation Informal Running Records Words in Isolation Informal Running Records Words in Isolation Informal Running Records Words in Isolation Informal Running Records Words in Isolation Informal Running Records Words in Isolation Informal Running Records Hearing Sounds in Words Hearing Sounds in Words Hearing Sounds in Words Hearing Sounds in Words Hearing Sounds in Words Hearing Sounds in Words Samples Samples Samples Samples Samples Samples Phonological Awareness Phonological Awareness Phonological Awareness Phonological Awareness Phonological Awareness Phonological Awareness 3 ELA Alignment Documents for Quarter 2, 2013

4 READING COMMON CORE ALIGNMENT WITH UNITS OF STUDY KINDERGARTEN Uses Key Ideas and details to Comprehend Literature RL.K.1. With prompting and support, ask and answer questions about key details in a text. RL.K.2. With prompting and support, retell familiar stories, including key details. RL.K.3. With prompting and support, identify characters, settings, and major events in a story Recognizes and Applies the Craft and Structure of Literature for Meaning RL.K.4. Ask and answer questions about unknown words in a text. RL.K.5. Recognize common types of texts (e.g., storybooks, poems). 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. Extends Knowledge and Ideas of Various Types of Literature RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.8. (Not applicable to literature) RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. RL.K.10. Actively engage in group reading activities with purpose and understanding. INFORMATIONAL TET Uses Key Ideas and Details to Comprehend Informational Text RI.K.1. With prompting and support, ask and answer questions about key details in a text. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Recognizes and Applies the Craft and Structure of Informational Text for Meaning RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. RI.K.5. Identify the front cover, back cover, and title page of a book. 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. Extends Knowledge and Ideas of Various Informational Text RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) RI.K.10. Actively engage in group reading activities with purpose and understanding. 4 ELA Alignment Documents for Quarter 2, 2013

5 COMMON CORE ALIGNMENT WITH UNITS OF STUDY KINDERGARTEN WRITING Produces Multiple Types of for Various Purposes 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...). W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Produces and Publishes W.K.4. (Begins in grade 3) 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. Uses Research Skills to Write and Present Reports W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.K.9. (Begins in grade 4) W.K.10. (Begins in grade 3) SPEAKING AND LISTENING Presents Knowledge and Ideas in a Variety of Ways SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Continue a conversation through multiple exchanges. SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly ELA Alignment Documents for Quarter 2, 2013

6 LANGUAGE COMMON CORE ALIGNMENT WITH UNITS OF STUDY KINDERGARTEN Uses Conventions of Standard English L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a) Print many upper- and lowercase letters. b) Use frequently occurring nouns and verbs. c) Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f) Produce and expand complete sentences in shared language activities Uses Spelling Patterns and Generalizations in L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a) Capitalize the first word in a sentence and the pronoun I. b) Recognize and name end punctuation. c) Write a letter or letters for most consonant and short-vowel sounds (phonemes). d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.3. (Begins in grade 2) Acquires and uses New Vocabulary L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b) Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c) Identify real-life connections between words and their use (e.g., note places at school that are colorful). d) Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. 6 ELA Alignment Documents for Quarter 2, 2013

7 COMMON CORE ALIGNMENT WITH UNITS OF STUDY KINDERGARTEN PRINT CONCEPTS Reading Foundational Skills 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. 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. * (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. PHONICS AND WORD RECOGNITION RF.K.3 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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. FLUENCY RF.K.4 Read emergent-reader texts with purpose and understanding. 7 ELA Alignment Documents for Quarter 2, 2013

8 Key Ideas & Details Craft and Structure UNIT OF STUDY Reading/Language Arts Grade Kindergarten of Study Digging Deeper Number of Study 3 Reading Level Selecting Text for this of Study B Fiction: Choose texts that provide opportunities to draw conclusions about the author s intent, cultural place in society or message. Informational Text: Choose texts that were written to inform about subjects for which the author shows passion or expresses an opinion. Pacing 30 Days Desired Results Essential Questions Guiding Questions: What causes events in a story to happen? What clues help me figure out what the author is trying to tell me? Why do author s write informational texts? What events in a story help readers draw conclusions? Formative Assessment for Learning Observation Running Records Samples Summative Assessment Suggestions Benchmark Assessment System (reading level) Sample with teacher-team developed rubric Academic Vocabulary Coming soon, being developed with resources from MCREL Corresponding Big Ideas Big Idea: Readers can use author s purpose and events to draw conclusions about what they read. Writers use details and colorful words to strengthen their writing selections. Common Core Standards and Learning Targets Priority Standards Learning Targets/Outcomes RL.K.1. With prompting and support, I can tell who, what, where, when, why and ask and answer questions about key how after listening to stories. details in a text. RL.K.4. Ask and answer questions about unknown words in a text. I can ask and answer questions about new words in a story. RL.K.5. Recognize common types of texts (e.g., storybooks, poems). I can tell the difference between storybooks and poems. 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. 8 ELA Alignment Documents for Quarter 2, 2013 I can tell who the author and illustrator are. I can tell what their jobs are.

9 Extends Knowledge Key Ideas & Details Craft and Structure Extends Knowledge UNIT OF STUDY Common Core Standards and Learning Targets (Student Learning Outcomes) Priority Standards Learning Targets/Outcomes RL.K.7. With prompting and support, I can use the illustrations help to tell the describe the relationship between story. illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories RI.K.1. With prompting and support, ask and answer questions about key details in a text. I can compare and contrast familiar characters in stories. I can tell who, what, where, when, why and how after reading nonfiction. RI.K.2. With prompting and support, identify the main topic and retell key details of a text. I can tell the main topic and details in a nonfiction book. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. I can tell how people, events or ideas are connected. I can ask and answer questions about new words in nonfiction. 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. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) I can tell who the author and illustrator are. I can tell what their jobs are. I can use words and pictures to help me understand nonfiction. I can tell how two nonfiction books are alike and different. 9 ELA Alignment Documents for Quarter 2, 2013

10 Print Concepts Phonological Fluency Produce Different Produce Use Research UNIT OF STUDY Common Core Standards and Learning Targets (Student Learning Outcomes) 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. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 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-vowelconsonant, or CVC) words. * (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. I can use basic text features to help me read. I can recognize and name all upper- and lowercase letters. I can blend and divide onsets and rimes of single-syllable words. I can find and say the initial, middle vowel and last sound in simple words. I can change a consonant or a vowel sound to make new words. RF.K.4 Read emergent-reader texts with purpose and understanding. I can read beginning books fluently. I can understand beginning books. 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...). W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. I can draw, write, and dictate to compose an opinion piece that gives a topic and states my opinion about the topic. I can write, draw and say what happened to tell a story. I can add details to my writing. W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). I can participate in research and writing projects with my classmates. 10 ELA Alignment Documents for Quarter 2, 2013

11 Conventions of English Spelling Patterns Acquires New Vocabulary Presents Knowledge UNIT OF STUDY Common Core Standards and Learning Targets (Student Learning Outcomes) Priority Standards Learning Targets/Outcomes L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Write a letter or letters for most consonant and short-vowel sounds (phonemes). Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. I can use question words. I can use prepositions (place words). I can write a letter that matches a consonant sound. I can write a letter that matches a short vowel sound. I can spell simple words by sounding them out. I can use common beginnings and endings to help me determine what a word means. I can identify connections between words and how I use them. (identify colorful places) I can use descriptive words such as cozy. SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. I can ask and answer a question about what I have heard. SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. I can tell about people, places and things with help. SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. I can use drawings to add details. 11 ELA Alignment Documents for Quarter 2, 2013

12 Subject Conclusion Narrative Sequence Verb Author s purpose Opinion Complete sentence Blend Capitalize Persuasive Influence Argument Unwrapped Concepts Students Need to Know UNIT OF STUDY Depth of Knowledge: Cognitive Considerations Unwrapped Skills Students Need to Be Able to Do IMAGINE the author s reasons for writing a text. JUSTIFY the reasons you support ideas in a text. PRIORIZE clues in a story to infer the author s purpose. CONTENT Reading Workshop Workshop Reading Skill Word Study Genre Structure Grammar Compare and Contrast Awareness: Blend Phonemes, Final Sound Questioning Lesson 11 in HMH Monitor and Clarify Phonics: Letter Sound: Short a Blending Words Words: come, me CAP: capitalize first letters in names, phrases, match spoken phrases to print Opinion/ Persuasive Opinion/ Persuasive writing that attempts to convince readers to embrace a particular point of view with text types such as: advertisement, editorial, persuasive essay, political cartoon, pro/con, and review Model writing complete sentences to express opinions. Use interactive writing to focus on sentence subjects. Sentence Parts: Subjects Reading Skill Word Study Genre Structure Grammar Conclusions Phonemic Awareness: Opinion/ Persuasive Story sentences using Blend Phonemes, Final Sound exact verbs Phonics: Letter Sound: Nn Blending Words Words: with, my Word Choice What words would influence others? Write a persuasive piece encouraging readers to do an activity you enjoy. Lesson 12 in HMH CAP: letters and words, quotation marks Sentence Part: Verb 12 ELA Alignment Documents for Quarter 2, 2013

13 UNIT OF STUDY CONTENT Reading Skill Word Study Genre Structure Grammar Author s Purpose Visualization Lesson 13 in HMH Phonemic Awareness: Blend Phonemes, Final Sound Phonics: Letter Sound: Ff Blending Words Words: you, what CAP: words and sentences, compound words Strengthening Narrative Organization- writing words and sentences in logical order stories with beginnings, middles and endings Interactively, write stories. Review groups of letters make words; groups of words in complete thoughts make sentences; complete sentences in a logical order make stories. Complete Sentences Reading Skill Word Study Genre Structure Grammar Cause and Effect Phonemic Awareness: Blend Strengthening Narrative Verbs in past tense Infer/Predict phonemes, isolate middle sound Organization Lesson 14 in HMH Phonics: Letter Sound: Bb Blend Words Words: are, now Use graphic organizers to plan stories with details and logical sequence. CAP: letters and words Reading Skill Word Study Genre Structure Grammar Sequence of Events Phonemic Awareness: Persuasive Blend phonemes, isolate (Write Source 132- middle sound Analyze and Evaluate 141) Phonics: Letter Sound: Review Aa, Nn, Ff, Bb Blend Words Review Words: Review come, me, with, my, you, what, are, now Using speeches to persuade Complete sentences with accurate punctuation and capitalization Lesson 15 in HMH CAP: letters, words and sentences, compound words 13 ELA Alignment Documents for Quarter 2, 2013

14 UNIT OF STUDY Resources for Planning and Instruction Anchor Chart Suggestions Drawing Conclusions: Author s Purpose: Websites Mini-Lessons: Story Telling Graphic Organizers: 14 ELA Alignment Documents for Quarter 2, 2013

15 Key Ideas & Details Craft and Structure UNIT OF STUDY Reading/Language Arts Grade Kindergarten of Study Storytellers Use Details to Tell Their Stories Number of Study 4 Reading Level Selecting Text for this of Study B-C Select texts with strong cause and effect relationships. Ensure that the rigor of text is accessible to students. Texts should range from obvious relationships to more obscure causal relationships. Texts should leave room for students to infer using evidence from the text without necessarily having direct resolution in the text. Pacing 30 Days Desired Results Essential Questions Guiding Questions: Why are details helpful? What clues help me figure things out that the author doesn t tell me? How does knowing why the author wrote a selection help me? What causes events in a story to happen? Corresponding Big Ideas Big Idea: Readers use evidence in text to infer and determine cause and effect relationships. Writers use details to narrate experiences and inform. Formative Assessment for Learning Observation Running Records Samples Summative Assessment Suggestions Benchmark Assessment System (reading level) Sample with teacher-team developed rubric Academic Vocabulary Coming soon, being developed with resources from MCREL Common Core Standards and Learning Targets (Student Learning Outcomes) Priority Standards RL.K.1. With prompting and support, ask and answer questions about key details in a text. Learning Targets/Outcomes I can ask questions about important details in a text. I can answer questions about important details in a text. RL.K.4. Ask and answer questions about unknown words in a text. I can ask questions about unknown words in a text. I can answer questions about unknown words in a text. 15 ELA Alignment Documents for Quarter 2, 2013

16 Extends Knowledg e Key Ideas & Details Craft and Structure Extends Knowled ge Phonological Phonics Fluency UNIT OF STUDY Kindergarten Common Core Standards and Learning Targets (Student Learning Outcomes) Priority Standards Learning Targets/Outcomes RL.K.9. With prompting and support, compare I can compare and contrast the adventures of familiar and contrast the adventures and experiences of characters in different stories. characters in familiar stories. RI.K.1. With prompting and support, ask and answer questions about key details in a text. I can ask questions about important details in a text. I can answer questions about important details in a text. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. I can describe the connection between two concepts from a text. RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. I can ask questions about unknown words in a text. I can answer questions about unknown words in a text. RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) I can identity similarities and, or differences between two texts on the same topic. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.K.3 Know and apply grade level phonics and word analysis skills in decoding words. RF.K.4 Read emergent-reader texts with purpose and understanding. I can count syllables in spoken words. I can pronounce separate syllables in spoken words. I can blend two or more syllables in spoken words. I can segment syllables in spoken words. I can blend onsets and rimes of single-syllable words. I can segment onsets and rimes of single-syllable words. I can pronounce the beginning sound in CVC words. I can pronounce the middle sound in CVC words. I can pronounce the ending sound in CVC words. I can change individual sounds in one-syllable words to make new words. I can match the long and short vowel sounds with their common spelling. I can read common high-frequency words. I can tell the difference between similarly spelled words by identifying the sounds of letters that differ. I can read kindergarten text with purpose and understanding. 16 ELA Alignment Documents for Quarter 2, 2013

17 Produce Different Types of Produce Use Research Skills Conventions of English Spelling Patterns Acquires New Vocabulary Common Core Standards and Learning Targets (Student Learning Outcomes) Priority Standards Learning Targets/Outcomes W.K.1. Use a combination of drawing, dictating, and I can draw, write, and dictate to compose writing to compose opinion pieces in which they tell a an opinion piece that gives a topic and reader the topic or the name of the book they are states my opinion about the topic. writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. I can make changes to my writing after reading my piece to peers. I listen to ideas my peers have about my writing. I add details to my writing. W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). I can participate in research and writing projects with my classmates. L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. d) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c) Write a letter or letters for most consonant and short-vowel sounds (phonemes). d) Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. I can use question words. I can use prepositions (place words). I can write a letter that matches a consonant sound. I can write a letter that matches a short vowel sound. I can spell simple words by sounding them out. I can identify connections between words and how I use them. (identify colorful places) I can use descriptive words such as cozy. 17 ELA Alignment Documents for Quarter 2, 2013

18 Presents Knowledge UNIT OF STUDY Common Core Standards and Learning Targets (Student Learning Outcomes) SL.K.1. Participate in collaborative I can follow class rules for discussions. conversations with diverse partners about I can continue a conversation that we kindergarten topics and texts with peers started the day before. and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Continue a conversation through multiple exchanges. SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. I can describe familiar things and events by giving details about them. SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. I can add drawings or details to a description to provide information. Cause Effect Detail Infer Conclusion Blend Predict Conclusion Isolate Noun Proper Noun Verb Organization Word Choice Unwrapped Concepts Students Need to Know Depth of Knowledge: Cognitive Considerations Unwrapped Skills Students Need to Be Able to Do SHOW the sequence of events with pictures. RESTATE the story to a peer. Use interesting words to COMPOSE small moments stories. DESCRIBE the way authors make their stories interesting. 18 ELA Alignment Documents for Quarter 2, 2013

19 Summarize Lesson 16 in HMH 19 ELA Alignment Documents for Quarter 2, 2013 UNIT OF STUDY CONTENT Reading Workshop Workshop Reading Skill Word Study Genre Structure Grammar Details-web map Strengthening Proper Nouns Narrative Phonemic Awareness: Blend Phonemes, Isolate Middle Sound Phonics: Letter Sounds: Short Ii Blending Words Words: is, how CAP: parts of a book, role of author/ illustrator, directionality, question mark, period Writers share to explain and entertain. Organization Reading Skill Word Study Genre Structure Grammar Conclusion inference Research Using exact nouns map Infer/Predict Lesson 17 in HMH Analyze/Evaluate Lesson 18 in HMH Phonemic Awareness: Blend Phonemes, Segment Phonemes Phonics: Letter Sounds: Gg Blending Words Words: find, this CAP: using pictures and text, poetry Phonemic Awareness: Blend Phonemes, Segment Phonemes Phonics: Letter Sounds: Rr Blending Words Words: will, this CAP: letters and words Organization Word Choice Writers use their senses. WS, 54 Journeys, Lesson 18 Reading Skill Word Study Genre Structure Grammar Author s Purpose Research Verbs in the future tense Reading Skill Word Study Genre Structure Grammar Cause and Effect Research Verbs Past tense Questioning Lesson 19 in HMH Phonemic Awareness: Blend Phonemes, Segment Phonemes Phonics: Letter Sounds: Dd Blending Words Words: go, for CAP: punctuation, directionality, page numbers Phonogram: - ace Word Choice Writers write the news. WS, 70

20 UNIT OF STUDY Reading Skill Word Study Genre Structure Grammar Sequence of Events Visualizing Lesson 20 in HMH Phonemic Awareness: Blend Phonemes, Segment Phonemes Phonics: Letter Sounds: Review Short Ii, Gg, Dd, Rr Blending Review Words: Review is, how, find, this, will, be, go, for CAP: high-frequency words, role of author Persuasive (Write Source ) Using speeches to persuade Resources for Planning and Instruction Anchor Chart Suggestions Infer/Predict: Infer/Predict: Cause/Effect: Cause/Effect: Websites Verbs: past, present, future tenses Small Moments Narrative: documents/finalkpersonalnarrative.pdf Narrative : Research : Research : 20 ELA Alignment Documents for Quarter 2, 2013

21 Key Ideas & Details Craft and Structure Extends Knowledge EVIDENCE OF LEARNING Quarter 2 READING/Literature RL.K.1. With prompting and support, ask and answer questions about key details in a text. I can explain that a key detail is an important part of a text. I can ask and answer questions about a text I can ask and answer questions before, during, and after reading a text. Retelling Rubric RL.K.4. Ask and answer questions about unknown words in a text. RL.K.5. Recognize different types of text RL.K.6. With prompting: Name author Name illustrator I can identify unknown words in a text. I can ask questions about unknown words in a text. I can answer questions about unknown words in a text. I can identify the front cover, back cover and title page of a book. I can tell the difference between storybooks and poems. I can tell who the author and illustrator are. I can tell what their jobs are. Concepts of Print Confer with Student RL.K.7. With prompting Use illustrations to tell story I look at illustrations in story and describe what is seen. I can explain a story using the illustrations. I explain how illustrations develop the meaning of the story. Concepts of Print RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. I can identify the characters in stories I read or hear. I can describe the adventures and experiences of characters in a story. I can tell how the adventures and experiences of characters are alike. I can tell how the adventures and experiences of characters are different. 21 ELA Alignment Documents for Quarter 2, 2013

22 Key Ideas and Details Craft and Structure Extends Knowledge EVIDENCE OF LEARNING Quarter 2 READING/Informational Text Common Suggested Learning Targets Core Standards RI.K.1. With prompting Assessment Ideas I ask questions about texts. Observation Date/Task RI.K.2. With prompting and support, identify the main topic and retell key details of a text I can define main topic. I can identify the main topic of a text. I can retell the key details of a text. RI.K.3. With prompting and support, describe the connection between pieces of information in a text I can identify individuals, events, ideas, or pieces of information in a text. I can describe a connection between two individuals in a text. I can describe a connection between two events in a text. I can describe a connection between two ideas or pieces of information in a text. RI.K.4. With prompting and support, ask and answer questions about unknown words in a text. RI.K.6 Name job of author & illustrator I can identify words I do not know in a text. I can ask questions about words I do not know in a text. I can answer questions about words I do not know in a text. I can tell who the author and illustrator are. I can tell what the job of the author and illustrator. Concepts of Print Confer with Student RI.K.7 Name the person, place, thing, topic or idea a text depicts RI.K.9. Identify basic similarities and differences between two texts I can use words and pictures to help me understand nonfiction. I can identify how two texts on the same topic are alike. I can identify how two texts on the same topic are different. Confer with Student 22 ELA Alignment Documents for Quarter 2, 2013

23 Concepts of Print Phonological Awareness Phonics and Word Recognition Fluency EVIDENCE OF LEARNING Quarter 2 READING/Foundational Skills RF.K.1 I follow words from left to right, top to Features of bottom and page by page. Print I recognize that spoken words are represented in written language by specific sequences of letters. I understand that words are separated by spaces in print. I can recognize and name all the letters of the alphabet. Concepts of Print Letter Identification RF.K.2 Syllables, Sounds & Words I can produce rhyming words. I recognize when a word rhymes with another. I can count syllables in spoken words. I recognize the same beginning sound in different words. I separate the rime and onset in spoken words. I recognize ending sounds. I segment the parts (phonemes) of onesyllable words. I can say the beginning sound in CVC words. I can say the ending sound in CVC words. Phonological Activities and Assessment RF.K.3 Syllables, Sounds & Words I read the high frequency words taught in the quarter. I match letters with their sounds. I produce the sounds each letter makes. Sight Word List, page 155 In F&P Kit RF.K.4 Fluency I can read books in the Level A-B range of complexity. Running Record 23 ELA Alignment Documents for Quarter 2, 2013

24 Multiple Types of Produce and Publish Conventions of English Spelling Patterns LANGUAGE ARTS/ Common Core Standards W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces. W.K.3 Write narrative W.K.5 With support, add details to writing EVIDENCE OF LEARNING Quarter 2 Suggested Learning Targets I can draw, write, and dictate to compose an opinion piece that gives atopic and states my opinion about the topic. I can select a topic for writing. I write a title for my story. I can tell a story using pictures, dictation, and/or words (may be strings of letters). I can read my writing to a friend. I can add detail to my writing. Assessment Ideas Samples Samples Date/Task W.K.7 Participate in shared research I can listen to informational text read aloud and remember facts.. I can write a fact I know about a topic, with support. Conferencing LANGUAGE ARTS/Conventions L.K.1 I can use question words. I can use prepositions (place words). I put a space between the words I write. I capitalize the word I in stories. L.K.2 I can write a letter that matches a consonant sound. I can write a letter that matches a short vowel sound. I can spell simple words by sounding them out. Sample Anecdotal Notes Anecdotal Notes Samples 24 ELA Alignment Documents for Quarter 2, 2013

25 Acquires New Vocabulary Presents Knowledge EVIDENCE OF LEARNING Quarter 2 LANGUAGE ARTS L.K.5 I can use common beginnings and endings to help me determine what a word means. I can predict what a words means by using the meaning of the story. I can use descriptive language such as cozy. Anecdotal Notes SL.K.1 Participate in discussions I can follow class rules for discussion. I can continue a conversation that we started the day before. SL.K.3 Ask and answer questions to clarify SL.K.4 Describe familiar people and provide details (with support) SL.K.5 Add details to drawings I can ask and answer a question about what I have heard. I can tell about people, places and things. I speak in complete sentences. I can add details to my sentences. I can connect my sentences to tell about an event. I can add details to my oral stories. I can use drawings to show the details of my story. I carefully consider the way I draw my pictures to provide detail for my story. I can make detailed drawings and talk about them. Anecdotal Notes 25 ELA Alignment Documents for Quarter 2, 2013

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