Language Arts* Curriculum Guide Kindergarten

Transcription

1 Gresham Barlow School District Curriculum Guide Language Arts* Curriculum Guide Kindergarten * Note: A detailed Writing Curriculum Guide will be produced separately. To be implemented beginning

2 Gresham Barlow School District Language Arts* Curriculum Guide Kindergarten TABLE OF CONTENTS Common Core State Standards. LBD Theme Pacing. LBD Correlation.. Kdg RL.K Kdg RI.K Pages Kdg SL:K Reading Level Conversion Chart. 30 * Note: A detailed Writing Curriculum Guide will be produced separately. To be implemented beginning

3 COMMON CORE STATE STANDARDS FOR English Language Arts* & Literacy in History/Social Studies, Science, and Technical Subjects (*Writing section removed as separate document) Kindergarten Kindergarten Language Arts Curriculum Guide - Page 1

4 Introduction to the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade- level version Preparing Oregon s Students When Oregon adopted the Common Core in October 2010, our state joined other states in the pursuit of a common, standards- based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials. Instruction in the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects the Standards will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts (ELA) skills Reading, Writing, Language, and Speaking and Listening. Utilizing Content Area Expertise Because students need grade- level literacy skills to access full content in school, the emphasis in the Common Core is to learn to read and write in ELA and to develop those skills, specific to the content, in all other classes. The name of the standards reflects this expectation. The Standards for grade 6 and above are predicated on all teachers using their content area expertise to help students meet the particular challenges of reading and writing in their respective fields. For grades K- 5, the ELA and subject- area literacy standards are integrated; for grades 6-11/12, they are separate but parallel. Incorporating a Unique Design The College and Career Readiness (CCR) Anchor Standards, the backbone of the Standards, describe the literacy skills which all students need when they graduate. The grade- specific standards describe the literacy skills, corresponding to the CCR Anchor Standards by number, which all students need when they finish each grade. Keeping the college and career focus at the forefront of Kindergarten through grade 11/12 implementation is critical; that is why the CCRs are placed before the grade- specific standards in the CCSS. It is this unique design that supports the preparation of all students to be successful in school, from the beginning of school, and proficient in the Essential Skills of Reading, Writing, and Speaking and Listening required for an Oregon Diploma. Using an Integrated Model of Literacy The Standards are cross- referenced across all four strands Reading, Writing, Language, and Speaking and Listening so they can be clustered for instruction. Language Standards apply to the other three strands Reading, Writing, and Speaking and Listening. Kindergarten Language Arts Curriculum Guide - Page 2 Oregon Department of Education Common Core Introduction

5 Focusing on Key Features Reading: Text complexity and the growth of comprehension* Writing: Text types, responding to reading, and research* Speaking and Listening: Flexible communication and collaboration* Language: Conventions, effective use, and vocabulary* Appendices** o o o Appendix A: Supplementary material on the four strands; glossary of key terms included Appendix B: Text exemplars and sample performance tasks illustrating the complexity, quality, and range of reading appropriate for various grade levels Appendix C: Annotated examples of student writing demonstrating at least adequate performance at various levels Grade Reading this Document Only in the grade- level versions for K- 5 do the Reading Foundational Skills Standards, which have no CCR Anchor Standards, precede the CCR Anchor Standards for Reading. Because the CCR Anchor Standards are the backbone of the Standards, with the exception of the Foundational Reading Skills Standards as noted above, the CCRs for each strand are featured on a separate page before the grade- specific standards for that strand; this placement underscores the importance of the CCR connection to every standard. Reading down the columns, the order is as follows: Foundational Reading Skills Standards Reading CCRs Literature Standards Informational Text Standards Writing CCRs Writing Standards Language CCRs Language Standards Speaking and Listening CCRs Speaking and Listening Standards Notation for grade- specific standards: Individual grade- specific standards are identified by grade, strand, and number (or number and letter, where applicable); for example, 2.RL.1, means grade 2, Reading Literature, standard 1. Literature Literature 2.RL Key Ideas and Details 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Strand Standard number Grade-level Standard *See Appendix A (from ODE homepage search ccss or add go/commoncore to address; then link to ELA). **See Appendices A, B, and C (from ODE homepage search ccss or add go/commoncore to address; then link to ELA). Kindergarten Language Arts Curriculum Guide - Page 3 Oregon Department of Education Common Core Introduction

6 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN Reading Standards: Foundational Skills These standards are directed toward fostering students understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know to discern when particular children or activities warrant more or less attention. Foundational Skills Print Concepts K.RF K.RF.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 K.RF.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 K.RF.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 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 Read emergent- reader texts with purpose and understanding. *Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. Kindergarten Language Arts Curriculum Guide - Page 4 Adopted October

7 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN College and Career Readiness Anchor Standards for Reading The K- 5 standards define what students should understand and be able to do by the end of each grade. Each grade- specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Note on range and content of student reading To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see Research to Build Knowledge in Writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. Kindergarten Language Arts Curriculum Guide - Page 5 Adopted October

8 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN Reading Standards: Literature The following standards offer a focus for instruction and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year s grade- specific standards and retain or further develop skills and understandings mastered in preceding grades. Literature Key Ideas and Details K.RL K.RL.1 K.RL.2 K.RL.3 With prompting and support, ask and answer questions about key details in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. Craft and Structure K.RL.4 K.RL.5 K.RL.6 Ask and answer questions about unknown words in a text. Recognize common types of texts (e.g., storybooks, poems). With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Integration of Knowledge and Ideas K.RL.7 K.RL.8 K.RL.9 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). (Not applicable to literature) With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity K.RL.10 Actively engage in group reading activities with purpose and understanding. Kindergarten Language Arts Curriculum Guide - Page 6 Adopted October

9 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN Reading Standards: Informational Text Informational Text K.RI Key Ideas and Details K.RI.1 K.RI.2 K.RI.3 With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure K.RI.4 K.RI.5 K.RI.6 With prompting and support, ask and answer questions about unknown words in a text. Identify the front cover, back cover, and title page of a book. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas K.RI.7 K.RI.8 K.RI.9 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). With prompting and support, identify the reasons an author gives to support points in a text. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity K.RI.10 Actively engage in group reading activities with purpose and understanding. Kindergarten Language Arts Curriculum Guide - Page 7 Adopted October

10 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN College and Career Readiness Anchor Standards for Language The K- 5 standards define what students should understand and be able to do by the end of each grade. Each grade- specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Note on range and content of student language use To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. Kindergarten Language Arts Curriculum Guide - Page 8 Adopted October

11 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN Language Standards The following standards offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year s grade- specific standards and retain or further develop skills and understandings mastered in preceding grades. Language Conventions of Standard English K.L.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. K.L K.L.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. Knowledge of Language K.L.3 (Begins in grade 2) Vocabulary Acquisition and Use K.L.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. K.L.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. Kindergarten Language Arts Curriculum Guide - Page 9 Adopted October

12 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Kindergarten Language Arts Curriculum Guide - Page 10 Adopted October

13 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN College and Career Readiness Anchor Standards for Speaking and Listening The K- 5 standards define what students should understand and be able to do by the end of each grade. Each grade- specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Note on range and content of student speaking and listening To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio. Kindergarten Language Arts Curriculum Guide - Page 11 Adopted October

14 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects KINDERGARTEN Speaking and Listening Standards The following standards offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year s grade- specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration K.SL K.SL.1 K.SL.2 K.SL.3 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue conversations through multiple exchanges 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. Presentation of Knowledge and Ideas K.SL.4 K.SL.5 K.SL.6 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Apply audibly and express thoughts, feelings, and ideas clearly. Kindergarten Language Arts Curriculum Guide - Page 12 Adopted October

15 Kindergarten Literacy By Design Theme Pacing and Common Core Curriculum Standards for English Language Arts Correlation Houghton Mifflin Harcourt created the first edition of Literacy By Design prior to the formulation of the Common Core Curriculum Standards. But, Literacy by Design pairs research- based instruction with classroom practices that work. This is the basis of the Common Core Standards, so the correlation is quite comprehensive. However, below you will find a few standards not clearly covered by LBD. In the case of those few standards, teachers will need to supplement their English Language Arts instruction. K.RI.9 K.RF.3d K.L.4a K.L.4b K.L.5a K.L.5b K.L.5c K.L.5d Kindergarten Standards not clearly covered by Literacy By Design With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 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. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real- life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Kindergarten Language Arts Curriculum Guide - Page 13

16 Kindergarten Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District September/October LBD Theme One LBD Theme Two LBD Theme Three Reading Standards K.RL.1 K.RL.5 K.RL.10 K.RI.3 K.RF.1a K.RF.1b K.RF.1d K.RF.2b K.RF.3a K.RL.1 K.RI.1 K.RI.2 K.RI.3 K.RI.7 K.RI.10 K.RF.1b K.RF.1d K.RF.2a K.RF.3a K.RL.1 K.RL.2 K.RL.3 K.RL.4 K.RL.10 K.RI.3 K.RF.2a K.RF.3a K.L.6 Speaking and Listening Standards Language Standards K.SL.1b K.SL.4 K.SL.5 K.SL.1a K.SL.5 Kindergarten Language Arts Curriculum Guide - Page 14

17 Kindergarten Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District November/December LBD Theme Four LBD Theme Five LBD Theme Six Reading Standards K.RL.1 K.RL.3 K.RL.4 K.RI.1 K.RI.10 K.RF.3a K.RL.1 K.RL.4 K.RL.6 K.RL.10 K.RI.4 K.RI.5 K.RF.2a K.RF.2d K.RF.3a K.RF.3b K.RL.2 K.RL.7 K.RI.1 K.RI.4 K.RI.5 K.RI.10 K.RF>1c K.RF.2b K.RF.3a Speaking and Listening Standards Language Standards K.SL.2 K.SL.3 K.SL.5 Kindergarten Language Arts Curriculum Guide - Page 15

18 Kindergarten Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District January/February LBD Theme Seven LBD Theme Eight LBD Theme Nine LBD Theme Ten Reading Standards K.RL.1 K.RL.2 K.RL.3 K.RL.5 K.RL.10 K.RI.3 K.RF.2a K.RF.3a K.RL.3 K.RL.4 K.RI.1 K.RI.10 K.RF.2d K.RF.3a K.RF.3b K.RL.1 K.RL.3 K.RL.7 K.RI.4 K.RI.7 K.RF.1a K.RF.2a K.RF.3a K.RL.2 K.RL.5 K.RL.7 K.RL.9 K.RI.1 K.RI.2 K.RI.10 K.RF.2a K.RF.3a K.L.6 Speaking and Listening Standards Language Standards K.SL.1a K.SL.5 K.SL.4 K.SL.1b K.SL.4 Kindergarten Language Arts Curriculum Guide - Page 16

19 Kindergarten Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District March/April LBD Theme Eleven LBD Theme Twelve LBD Theme Thirteen Reading Standards K.RL.1 K.RL.5 K.RL.6 K.RL.9 K.RL.10 K.RI.5 K.RF.2a K.RF.2d K.RF.3a K.RF.3b K.RL.1 K.RI.1 K.RI.2 K.RI.7 K.RI.8 K.RI.10 K.RF.3a K.L.6 K.RL.1 K.RL.5 K.RL.6 K.RL.7 K.RL.10 K.RI.4 K.RI.5 K.RF.2d K.RF.3a K.RF.3b Language Standards Speaking and Listening Standards K.SL.1b K.SL.4 K.SL.1a K.SL.2 K.SL.3 K.SL.6 Kindergarten Language Arts Curriculum Guide - Page 17

20 Kindergarten Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District May/June LBD Theme Fourteen LBD Theme Fifteen LBD Theme Sixteen Reading Standards K.RI.1 K.RI.2 K.RI.4 K.RI.7 K.RI.8 K.RI.10 K.RF.1b K.RF.2a K.RF.2c K.RF.2e K.RF.2a K.RL.1 K.RL.3 K.RL.10 K.RF.2d K.RF.3a K.L.6 K.RL.2 K.RI.1 K.RI.2 K.RI.3 K.RI.7 K.RI.10 K.RF.2d K.RF.2e K.RF.3a K.RF.3b K.L.6 Language Standards Speaking and Listening Standards K.SL.6 Kindergarten Language Arts Curriculum Guide - Page 18

21 The previous pages provide teachers in the Gresham- Barlow School District with the pacing that is required to complete the Literacy By Design program during the school year and provide their students with a comprehensive Literacy education. The following pages show, in a different format, how the Houghton Mifflin Harcourt Literacy By Design curriculum correlates to the Common Core Curriculum Standards for English Language Arts Kindergarten Language Arts Curriculum Guide - Page 19

22 Kindergarten CCSS ELA Correlation with Literacy By Design STANDARD DESCRIPTOR LBD CORRELATION K.RL Reading: Literature Key Ideas and Details K.RL.1 K.RL.2 K.RL.3 With prompting and support, ask and answer questions about key details in a text. With prompting and support, retell familiar stories, including key details. With prompting and support, identify characters, settings, and major events in a story. Gresham- Barlow School District Theme 1; Theme 2; Theme 3; Theme 4; Theme 5; Theme 7; Theme 9; Theme 11; Theme 12; Theme 13; Theme15 Think & Respond; Comprehension Strategy; Comprehension Questions; Turn & Talk; Modeled Reading; Think Aloud; Support Reading Independence Theme 3; Theme 6; Theme 7; Theme 10; Theme 16 ELL Review Theme 3; Theme 4; Theme 7; Theme 8; Theme 9 Target Skill; Discriminative Listening; Shared Reading; Appreciative Listening; Comprehension Strategy; Turn & Talk Craft and Structure K.RL.4 Ask and answer questions about unknown words in a text. Theme 3; Theme 4; Theme 5; Theme 6; Theme 8 Teach Vocabulary; ELL Idioms; Think Aloud/Think Along; Think & Respond K.RL.5 Recognize common types of texts (e.g., storybooks, poems). Theme 1; Theme 7; Theme 10; Theme 11; Theme 13; Theme 15: Shared Reading; Target Skill K.RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Theme 5; Theme 11; Theme 13: Target Skill Integration of Knowledge and Ideas K.RL.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). Theme 6; Theme 9; Theme 10; Theme 13 Connect to Prior Knowledge; Turn & Talk; Support Reading Independence K.RL.8 (Not applicable to literature) N/A K.RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Theme 10; Theme 11 Target Skill Range of Reading and Level of Text Complexity K.RL.10 Actively engage in group reading activities with purpose and understanding. Kindergarten Language Arts Curriculum Guide - Page 20 Theme 1; Theme 3; Theme 5; Theme 7; Theme 9; Theme 11; Theme 13; Theme 15 Think & Respond; Interactive Reading

23 Kindergarten CCSS ELA Correlation with Literacy By Design K.RI Reading: Informational Text Key Ideas and Details K.RI.1 K.RI.2 K.RI.3 With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify the main topic and retell key details of a text. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Gresham- Barlow School District Theme 2; Theme 4; Theme 6; Theme 8; Theme 10; Theme 12; Theme 14; Theme 16 Think Aloud/Think Along; Comprehension Questions; Comprehension Strategy; Model Comprehension Organizer; Turn & Talk Theme 2; Theme 10; Theme 12; Theme 14; Theme 16 Think Aloud/Think Along; Comprehension Strategy; Interactive Reading; Target Skill; Model Organizer Theme 1; Theme 2; Theme 3; Theme; 7; Theme 16 Think Aloud; Comprehension Strategy; Critical Listening; Strategic Listening; Support Reading Independence; Target Skill Craft and Structure K.RI.4 With prompting and support, ask and answer questions about unknown words in a text. Theme 5; Theme 6; Theme 9; Theme 13; Theme 14 Think Aloud; Comprehension Strategy; Turn & Talk; Precise Listening K.RI.5 Identify the front cover, back cover, and title page of a book. Theme 5; Theme 6; Theme 11; Theme 13: Target Skill K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas K.RI.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). K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text. K.RI.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). Range of Reading and Level of Text Complexity K.RI.10 Actively engage in group reading activities with purpose and understanding. Theme 5 Target Skill Theme 2; Theme 4; Theme 9; Theme 12; Theme 14; Theme 16 Shared Reading; Target Skill; Turn & Talk; Comprehension Strategy; Think Loud/Think Along Theme 12; Theme 14 Comprehension Strategy Theme 2; Theme 4; Theme 6; Theme 8; Theme 10; Theme 12; Theme 14; Theme 16 Interactive Reading; Think Along/Think Together Kindergarten Language Arts Curriculum Guide - Page 21

24 Kindergarten CCSS ELA Correlation with Literacy By Design K.RF Reading: Foundational Skills Phonics and Word Recognition K.RF.1 K.RF.1a K.RF.1b K.RF.1c Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. K.RF.1d Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness K.RF.2 K.RF.2a Recognize and produce rhyming words. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. K.RF.2c Blend and segment onsets and rimes of single- syllable spoken words. K.RF.2d 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/.) K.RF.2e Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. Phonics and Word Recognition K.RF.3 Know and apply grade- level phonics and word analysis skills in decoding words. K.RF.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. Kindergarten Language Arts Curriculum Guide - Page 22 Theme 1; Theme 9 Target Skill Gresham- Barlow School District Theme 1; Theme 2; Theme 14 Target Skill; Shared Reading; Think & Respond Theme 2; Theme 6 Target Skill Themes 1-16 Phonemic Awareness/Phonics Theme 2; Theme 3; Theme 5; Theme 7; Theme 9; Theme 10; Theme 11; Theme 14 Phonemic Awareness/Phonics; Shared Reading; Target Skill Theme 1; Theme 6 Phonemic Awareness/Phonics Theme 14 Phonemic Awareness/Phonics Theme 5; Theme 8; Theme 11; Theme 13; Theme 15; Theme 16 Phonemic Awareness/Phonics Theme 14; Theme 16 Phonemic Awareness/Phonics Themes 1-16 Phonemic Awareness/Phonics

25 Kindergarten CCSS ELA Correlation with Literacy By Design K.RF.3b K.RF.3d Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Read common high- frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency Read emergent- reader texts with purpose and understanding. Themes 1-16 Read and Comprehend K.SL Speaking and Listening: Comprehension and Collaboration K.SL.1 K.SL.1a Gresham- Barlow School District Theme 5; Theme 8; Theme 11; Theme 13; Theme 16 Phonemic Awareness/Phonics LBD focuses on short vowel sounds, not long vowel sounds. Themes 1-16 Phonemic Awareness/Phonics (High Frequency Words) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Comp. Teachers Guide Professional Handbook (T62-3) Follow agreed- upon rules for discussions (e.g., listening to others and Theme 1 (Teaching Turn and Talk and Interactive taking turns speaking about the topics and texts under discussion). Reading Protocol) Theme 3; Theme 7; Theme 12 K.SL.1b K.SL.2 K.SL.3 Continue conversations through multiple exchanges 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. Theme 1 (Teaching Turn and Talk and Interactive Reading Protocol) Theme 1; Theme 10; Theme 11 Turn & Talk Theme 5; Theme 12 Comprehension Strategy; Modeled Reading Comp. Teachers Guide Professional Handbook (T62-3) Theme 1 (Teaching Turn and Talk and Interactive Reading Protocol) Theme 5; Theme 12 Comprehension Strategy; Modeled Reading Kindergarten Language Arts Curriculum Guide - Page 23

26 Kindergarten CCSS ELA Correlation with Literacy By Design Presentation of Knowledge and Ideas K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly. Theme 13; Theme 15 Enrichment Activity K.L Language: Vocabulary Acquisition and Use K.L.4 K.L.4a K.L.4b K.L.5 K.L.5a K.L.5b K.L.5c K.L.5d K.L.6 Gresham- Barlow School District Theme 1; Theme 9; Theme 10; Theme 11 Read and Comprehend Theme 1; Theme 3 Theme 6; Theme 7; Theme 16 Think and Respond: Listen and Write; Focus on New Literacy; Enrichment Activity; Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 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. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real- life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Theme 1; Theme 10; Theme 12; Theme 15; Theme 16 Comprehension Questions; Think & Respond: Critical Thinking; Turn & Talk; Shared Reading Kindergarten Language Arts Curriculum Guide - Page 24

27 RL.K.1 RL.K.2 Kindergarten: Reading Literature 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 (e.g., who, what, where, when, why, and how). I can ask and answer questions before, during, and after reading a text. With prompting and support, retell familiar stories, including key details. I can listen to a story and tell the key details. I can retell (put into my own words) stories using key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.4 I can define character, setting, and major event. I can identify the characters in a story. I can identify the settings in a story. I can identify the major events in a story. Ask and answer questions about unknown words in a text. 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. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.6 I can listen to and look at different types of text. I can explain that some texts look the same and some look different. I can recognize when a text is a storybook, poem, play, etc. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. I can define author and illustrator. I can explain that authors write books and stories. I can explain that illustrators create the pictures for books and stories. I can name the author and illustrator of a story. Kdg- RL/ELA Learning Targets Kindergarten Language Arts Curriculum Guide - Page 25

28 Kindergarten: Reading 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). I can look at the illustrations in a story and describe what I see. I can identify the part of a story shown by the illustration. I can explain how illustrations help me understand a story. RL.K.8 n/a 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 stores 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. RL.K.10 Actively engage in group reading activities with purpose and understanding. I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read. Kdg- RL/ELA Learning Targets Kindergarten Language Arts Curriculum Guide - Page 26

29 Kindergarten: Reading Informational Text RI.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 the key details of a text (e.g., who, what, where, when, why, and how). I can ask and answer questions before, during, and after reading a text. RI.K.2 With prompting and support, identify the main topic and retell key details of a text. I can define main topic (who or what the text is mostly about). 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 two individuals, events, ideas, or 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 (e.g., Clifford is Emily Elizabeth s dog.). I can describe a connection between two events in a text (e.g., The Pilgrims come to America; the first Thanksgiving is celebrated.). I can describe a connection between two ideas or pieces of information in a text (e.g., The sun and moon are both in the sky.). RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. 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 text. RI.K.5 Analyze the front cover, back cover, and title page of a book. I can identify the front cover and back cover of a book. I can explain that a title page is inside of a book. I can identify the title page of a book. Grade Kdg- RI/ELA Learning Targets Kindergarten Language Arts Curriculum Guide - Page 27

30 Kindergarten: Reading Informational Text RI.K.6 Name the author and illustrator of a text and define the role of each in presenting ideas or information in a text. I can define author and illustration. I can explain that authors write texts. I can explain that illustrators create the pictures for the texts. I can name the author and illustrator of 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.8 I can look at the illustrations in a text and describe what I see. I can identify the part of a text shown by the illustration. I can explain how illustrations help me understand a text. With prompting and support, identify the reasons an author gives to support points in a text. I can identify why an author wrote a text. I can identify the points an author makes in a text (e.g., Everyone should recycle.). I can identify the author s reasons to support main points (e.g., Everyone should recycle because landfills are becoming full.). 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 I can identify how two texts on the same topic are alike. I can identify how two texts on the same topic are different. Actively engage in group reading activities with purpose and understanding. I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still, and making eye contact. I can ask and answer questions about what is being read. Grade Kdg- RI/ELA Learning Targets Kindergarten Language Arts Curriculum Guide - Page 28

31 Kindergarten: Speaking & Listening SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed- upon rules for discussions (e.g., listening to others and taking turns speaking about topics and texts under discussion). b. Continue a conversation through multiple exchanges. SL.K.2 I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas. 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. I can identify key information presented in different formats (e.g., text read aloud, oral presentation, video, audio book, website). I can ask questions about key details of information presented in multiple ways. I can answer questions about key details of information presented in multiple ways. I can ask for clarification if I do not understand something. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.4 I can identify when I do not understand something. I can ask and answer questions that help me get information or making something clear. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. I can identify familiar people, places, things, and events. I can use details to describe familiar people, places, things, and events. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 I can identify places in my work where I want to add more detail. I can create drawings or add visual displays (e.g., photos, collages, paintings) to add details to my presentation. Speak audibly and express thoughts, feelings, and ideas clearly. I can explain why it is important to form my words clearly when speaking. I speak in a voice that others can hear and understand. I can share my thoughts, feelings, and ideas clearly when I speak. Kdg- SL/ELA Learning Targets Kindergarten Language Arts Curriculum Guide - Page 29