K Curriculum Map 2013-14 - Fluvanna County Public Schools

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A B C D E F G H I
Fluvanna County Public Schools School Year 2013-2014
Literacy Curriculum Map – Kindergarten
Quarter 4
Organizing Strand VA SOL Suggested Pacing Essential Questions and
Vocabulary
Oral Language K.1 All Vocabulary: Listen,
Participate, Poem, Rhyme
Essential Questions: How
do we act when we listen to
someone talking? Can you
repeat after me?
Essential Skills and Essential Understandings
Instructional
Resources
Assessments
(including mastery)
• listen to texts read aloud and ask and answer questions for further understanding.
PALS Emergent / Observations
• participate in choral and echo speaking and recitation of short poems, rhymes, songs, and stories with Beginning Reader Use of anecdotal
repeated patterns and refrains.
and Transitional records
• generate ideas to develop a group language experience narrative .• dictate sentences about a group
Lesson Planpassword
experience for a group language experience narrative (e.g., a story about a class field trip).
required
• dictate an experience or story to create an individual language experience narrative (e.g., a story about a family
pet).
• use drama to retell familiar stories, rhymes, and poems (e.g., storytelling with role play or puppets).
• participate in creative dramatics, such as classroom songs, plays, skits, and group activities designed to give
students frequent opportunities for listening and speaking.
• use complete sentences that include subject, verb, and object when speaking.
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K.2 All Vocabulary: number words, • understand and use number words in conversations, during partner and group activities, and during teacherdirected
instruction.
color words, shape words,
size words, positional words: • use words to describe or name people, places, feelings, and things during partner and group activities and
during teacher-directed instruction.
on, off, in, out, over, under,
• use size, shape, color, and spatial words to describe people, places, and things during group or individual
between, beside, after, next
activities and during teacher-directed instruction.
Essential Questions: What
• use words to show direction and location (e.g., on, off, in, out, over, under, between, and beside).
color is the shape? What • use a variety of words to describe the actions of characters and people in real and make-believe settings in
shape is red? How do you feel response to stories or class activities.
when…
• recognize when they do not understand a word or phrase and seek clarification by asking a peer or an adult.
What do you do when you • use vocabulary from content areas during partner or group activities and during teacher-directed instruction.
need help?
Where is the...?
Where is the third picture in
this pattern?
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Oral Language K.3 K.3 all Vocabulary:Question
Directions
Essential Questions: How
To be successful with this standard, students are expected to
• speak audibly in complete sentences, expressing thoughts, feelings and ideas clearly.
• verbally express needs through direct requests.
do we talk with one another?
• participate in a range of collaborative discussions building on others’ ideas and clearly expressing their own
How do we act when we are
taking turns? How can I show
(e.g., one-on-one, small group, teacher- led).
• initiate conversations with peers and teachers in a variety of school settings.
• listen attentively to others in a variety of formal and informal settings involving peers and adults.
that I am listening to the • participate in partner or group activities, (i.e., conversations, discussions, book chats, retellings of stories,
directions? Can I do what my choral speaking, language experience narratives, morning routines, dramatizations and role play).
teacher asks the first time?
Can I listen for 2 things to do
and do them?
• listen to and discuss a variety of texts that reflect the Virginia Standards of Learning in English, history and
social science, science, and mathematics.
• wait for their turn to speak, allowing others to speak without unnecessary interruptions.
Can you ask a how question? • maintain conversation on topic through multiple exchanges.
Can you ask a why question? • in group and partner discussions clearly state a thought related to the book or topic being discussed.
• begin to use voice level, phrasing, and intonation appropriate for the language situation.
• match language to the purpose, situation, environment, and audience.
• repeat and follow one- and two-step oral directions.
• ask who, what, where, when, why, and how questions to obtain information, seek help, or clarify something not
understood.
Rhyming Activities Student Observations
Word Games Anecdotal Records
Phonological
Awareness Activities
Poems
COW Poem charts
Songs on charts
Class Discussions
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Phonological
Awareness
A B C D E F G H I
K.4 K.4 All Vocabulary: Rhyme, To be successful with this standard, students are expected to
Syllables, Parts, Sentence, • focus on speech sounds.
Beginning, Ending
• demonstrate the concept of word by segmenting spoken sentences into individual words.
• segment a word into individual syllables by clapping hands or snapping fingers.
Essential Questions: What
• discriminate between large phonological units of running speech, sentences, words, and syllables.
rhymes with __? What
• identify a word that rhymes with a spoken word.
beginning sound do you
• supply a word that rhymes with a spoken word.
hear? What ends the same as • produce rhyming words and recognize pairs of rhyming words presented orally.
clock? How amny words do • generate rhyming words based on a given rhyming pattern.
you hear? How many syllables • supply an appropriate rhyming word to complete a familiar nursery rhyme or a predictable text with rhyming
do you hear? How many lines.
sounds do you hear in this • blend and segment consonants and rimes of spoken words (e.g., /b/- /oat/ = boat, black = /bl/- /ack/).
word?
• blend and segment multisyllabic words into syllables (e.g., the teacher asks students to say robot without the
/ro-/ and students respond with /bot/).
• recognize that a word can be segmented into individual speech sound units.
• recognize how phonemes sound when spoken in isolation.
• recognize similarities and differences in beginning and ending sounds of words.
• determine the order of speech sounds in a given word by answering the following questions:
COW Activities
• produce a word that has the same beginning or ending sound as a spoken word (e.g., /sock/- /sun/ and /hot/-
/rat/).
• identify pictures of objects whose names share the same beginning or ending sound.
• sort pictures or objects whose names share the same beginning or ending sound.
• blend three spoken phonemes to make words (e.g., the teacher says /c/ /a/ /t/, and the student blends the
phonemes to say the word cat).
• segment one-syllable words into onset and rime (e.g., the teacher says the word hat and when asked, the
student verbally says /h/ for the onset and /-at/ for the rime.) Students are not expected to know the terms onset
and rime.
• segment one-syllable words into speech sound units (e.g., the teacher says the word bat, and the student
segments the sounds /b/- /a/- /t/).
• substitute the beginning consonant to make a new word (e.g., the teacher asks the student to say cat, but in
the place of /c/ she asks them to say /b/, and the student responds with bat).
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Reading
Concept of Print
Concept of Word
K.5 The student will
understand how print is
organized and read..
d) Follow words from left to
right and from top to bottom
on a printed page.
e) Match voice with print
(concept of word).
K.5 d,e N4
K.5 a-e review
Vocabulary: Cover, front, To be successful with this standard, students are expected to
back, book, title page, pages, • hold printed material the correct way.
top, bottom, illustrations • identify the front and back covers of a book.
• distinguish the title page from all the other pages in a book.
Essential Questions: How
• turn pages appropriately.
do you hold a book? Can you
• distinguish print from pictures.
touch the title? Can you find
• follow text with a finger, pointing to each word as it is read from left to right and top to bottom.
the title page?
• locate lines of text, words, letters, and spaces.
• match voice with print in syllables, words, and phrases.
• locate and name periods, question marks, and exclamation points.
PALS website Pals Quickchecks as
(Instructional needed
Resources)
Concept of word
instruction and
Guided Reading
Small Group
Instruction should
include writing for
sounds based on
student instructional
needs. Words
Their Way
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K.6 The student will
demonstrate an
understanding that print
conveys meaning.
a) Identify common signs
and logos.
b) Explain that printed
materials provide
information.
c) Read and explain own
writing and drawings.
d) Read his/her name and
read fifteen meaningful,
concrete words.
K.6 a,b,c,d
Taught: N4
Assessed: N4
Vocabulary:sign, writing,
drawings, logos, name,
words, sight words
Essential Questions:
Can you find your name?,
What does this sign tell us?
Can you tell about your
picture? Can you read what
you wrote?
To be successful with this standard, students are expected to
• apply knowledge that print conveys meaning.
• recognize and identify common signs, logos, and labels.
• explain that printed material provides information.
• read and explain their own drawings and writings.
• locate commonly used words and phrases in familiar text.
• recognize a selection of high-frequency and sight words as well as read fifteen meaningful, concrete words.
(Each student may know a different set of words.)
• recognize and identify their own first and last names.
student observations
Anecdotal records
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A B C D E F G H I
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Phonics
K.7 The student will develop K.7 a,b,c, d,
Vocabulary: Alphabet, To be successful with this standard, students are expected to
Primary MAP Skillsan
understanding of basic All Assessed
letters, words, vowel,
• recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order. Beginning and
phonetic principles.
consonant, upper case, lower • match uppercase and lowercase letter pairs.
Ending Sounds
• produce the usual sounds of consonants, short vowels and initial consonant digraphs.
a) Identify and name the
case, capital, beginnning,
• demonstrate concept of word by:
uppercase and lowercase
middle, ending sounds
letters of the alphabet.
Essential Questions:
b) Match consonant, short
Where is the lower case__? syllable.
vowel, and initial consonant
What sound does it make? • write the grapheme (letter) that represents a spoken sound.
digraph sounds to
Can you point to the words in • use basic knowledge of one-to-one letter-sound correspondences by producing sounds for each consonant.
appropriate letters.
the poem/ book?
• isolate initial consonants in single-syllable words (e.g., /t/ is the first sound in top).
c) Demonstrate a speech-toprint
Which word ends with the __ • identify long and short sounds with common spellings for the five major vowels.
match through accurate
sound? What is the
• distinguish between similarly spelled words by identifying sounds of the letters that differ.
finger-point reading in
beginning sound? Ending • segment onsets and rimes and begin to blend to form the words.
familiar text that includes
sound? Middle sound?
words with more than one
syllable.
d) Identify beginning
consonant sounds in singlesyllable
words.
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Vocabulary
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K.8 The student will expand
vocabulary.
a) Discuss meanings of
words.
b) Develop vocabulary by
listening to a variety of texts
read aloud.
Taught: N1-N4
Assessed: Ongoing through
teacher observation
Vocabulary: meaning To be successful with this standard, students are expected to
Essential Questions: What • discuss meanings of specific words including synonyms and antonyms in partner, group and teacher-guided
does this word mean? How
settings.
• identify new meanings for familiar words and apply them accurately (e.g., knowing water as a drink and
can we tell? Do you think
learning the verb water the flowers).
some words can mean more
• sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories
than one thing? Can you think
represent.
of a word that is the opposite • use common adjectives to distinguish objects (e.g., the small red square; the shy white cat). (Students are not
of that word?
required to know the term adjective at this level.)
Think Aloud
Equity Shot Read
Aloud
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A B C D E F G H I
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Reading
K.9 The student will
Wk 3 K.9b Relate previous Vocabulary: Author, To be successful with this standard, students are expected to
Suggested Read
Comprehension demonstrate comprehension experiences to what is read.K.9f Illustrator, illustrations,Words, • identify the roles of the author and the illustrator of selected texts.
Alouds:
Fiction
of fictional texts.
Retell familiar stories using BME. pictures, Write, draw,Predict, • make ongoing predictions based on illustrations and text.
Closer
• describe the relationship between illustration and the story (e.g., what moment in the story does the illustration
a) Identify what an author does Graphic Org: Making Connections question, answere, story,
Butterfly-NF
depict).
and what an illustrator does. Graphic, Story Map (Include poem, information, problem,
Wonderful Worms
• link knowledge from their own experiences to make sense of and talk about a text.
b) Relate previous experiences B,M,E)
solution
Fuzzy Wuzzy,
• give evidence that they understand the meaning of what is being read aloud, including the who, what, when,
to what is read.
Wk 6, 7 K. 9 e Use story Essential Questions: What where, why, and how.
Creepy Crawly
c) Use pictures to make language in discussions in does an author do? Who • ask and respond to simple questions about the content of a book.
When It Comes To
predictions.
retellings. (Focus on character writes the words? What does • use vocabulary from a story in discussions and retellings.
Bugs
d) Begin to ask and answer details and descriptions.) an illustrator do? Who draws • retell a story from pictures or text in their own words, arranging the events in the correct sequence (beginning, Eency, Weency
questions about what is read. K.9g Discuss characters, setting, the pictures?
middle, and end).
Spider
e) Use story language in and events. Graphic Organizer: What is an illustration? When • use words to sequence events (e.g., before, after, and next).
Everything Grows
discussions and retellings. Characer Detail Graphic
you look at these pictures • produce artwork or a written response (letters or phonetically spelled words) that demonstrates
The Ants and The
f) Retell familiar stories,
comprehension of a story that they have heard read aloud.
Wk 8, 9 Review all previously what do you think will
• use descriptive language to talk about characters, settings, and events of a story.
Grasshopper
using beginning, middle, and taught SOLs based on formative happen? What will this story
Anansi, and the
• recognize various types of fictional texts (e.g., storybooks, poems).
end.
assessments.
be about?
Biggest, Sweetest
g) Discuss characters,
What was the problem? What
Melon
setting, and events.
K.9c, d, g Assessed: Checklist happened in the story?
The Fearsome Best
as needed
Did they solve the problem?
The Ants Came
K.9b, e, f Assessed: Ongoing What happened before?
Marching
teacher observation
After? Next?
Decodable Books
Kip the Ant
The Big Ram
What Can Hop?
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Reading
Comprehension
NonFiction
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K.10 The student will
demonstrate comprehension
of nonfiction texts.
a) Use pictures to identify
topic and make predictions.
b) Identify text features
specific to the topic, such as
titles, headings, and
pictures.
Wk 1,2 K.10 b Identify text
features titles, headings, and
pictures and extend with table of
contents, glossary, index, labels,
and captions.
Graphic Org: Text Features
Checklist
Wk 4, 5 K.10 a Use pictures to
identify topic and make predictions
K. 10 b Identify text features title,
heading, pictures. Ask and
answer questions based on the
content of the book and the text
features.
Graphic Org: Question Mark
Graphic
Wk 8, 9 Review all previously
taught SOLs based on formative
assessments.
Vocabulary: nonfiction, text,
text features, predict,
predictions
Essential Questions: When
we look at this picture, what
do we think this book about?
What does this picture remind
you of?
Have you ever done this, seen
this? Where have you seen
this before?
To be successful with this standard, students are expected to
• make ongoing predictions based on graphics and text.
• relate pictures and illustrations to the text in which they appear.
• link knowledge from their own experiences to make sense of and talk about a text.
• identify the topic of a nonfiction selection.
• ask and respond to simple questions about the content of a book.
• discuss simple facts and information relevant to the topic.
• identify text features including titles, headings and pictures in text.
• identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a
text.
EX: Performance
Assessments -where
is the title? Where is
the heading on this
page?
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A B C D E F G H I
3
Writing
K.11 The student will print in K.11a,b
Vocabulary: uppercase, To be successful with this standard, students are expected to
Handwriting Without Student Products
manuscript.
lowercase, Alphabet, words, • use appropriate pencil grip.
Tears
Student observations
a) Print uppercase and
first, last, name,Print, words, • print upper- and lower-case letters of the alphabet legibly and independently.
• use manuscript letter formation.
lowercase letters of the
left, right, top, bottom
• use manuscript number formation.
alphabet independently.
Essential Questions:
• form the letters of and space their first and last names.
b) Print his/her first and last
Can you write your letters
• write their first and last names for a variety of purposes.
names.
correctly?
• capitalize the first word in a sentence and the pronoun I.
Can you print your first name
correctly?
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Writing
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Technology
K.12 The student will write to
communicate ideas for a
variety of purposes.
a) Differentiate pictures from
writing.
b) Draw pictures and/or use
letters and phonetically spelled
words to write about
experiences.
c) Use letters and beginning
consonant sounds to spell
phonetically words to describe
pictures or write about
experiences.
d) Write left to right and top to
bottom.
K.13 The student will use
available technology for
reading and writing.
K.12 a, b, c, d Essential Questions: How
can I write about this picture?
What can I write about this
picture? Can I write using
letters?
N2-N4
Vocabulary: mouse,
computer, headphones, Log
in, password
Essential Questions:How
can I use the computer to
read? To write?
To be successful with this standard, students are expected to
K-2 VDOE Writing
• distinguish print from pictures.
• write daily for a variety of purposes (e.g., practicing formation of alphabet letters, labeling, and journal writing). resources, list of
• write on assigned and/or self-selected topics.
mentor texts, list
• use writing, dictation, and drawing to compose informative/explanatory texts that introduce a topic (what they
of suggested mini
are writing about), state an opinion or some facts and provide some information (e.g., My favorite book is …).
• use writing, dictation, and drawing to narrate an event.
lessons
• generate text to communicate and make meaning by creating drawings, letter strings, scribbles, letter
approximations, or other graphic representations, as well as phonetically spelled words.
• write left to right and top to bottom.
To be successful with this standard, students are expected to
• use available digital tools for reading and writing.
• ask and respond to questions about material presented through various media formats.
• share their writing with others.
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