•  Elementary Literacy Kindergarten Quarter 1 Unit 1


    Subject: Literacy
    Grade: Kindergarten
    Timeline: 4-4 1/2 weeks

    Quarter 1 Unit 1 Overview: 

    In this 4-4 1/2 week unit, students will explore the world of print through information and fiction works.   The unit will provide opportunities for students to experiment with letters, words, and patterned sentences.  Appropriate audience behaviors are to be modeled, discussed, practiced, and reinforced. During this time period, students will be introduced to approximately one to 2 focus letters (Mm, Ff, Bb, Ss, Jj, Pp, Hh) and one high frequency word (I, am, can, like) per week.  Phonemic Awareness activities will include orally segmenting and blending word parts, adding and deleting sounds, segmenting and blending sounds with short /a/ cvc words.  Students will gradually be introduced to the letter sound chart. This chart will be used throughout the entire year.  Initial exposure to comprehension strategies will occur through teacher modeling during a multitude of read alouds. The competencies of this unit will be addressed through shared reading experiences, shared writing experiences, writing workshop, and oral language activities. 


    Quarter 1 Unit 1 Performance Task:

     

    **In your “Getting to Know You Activities” in weeks one through three, the teacher will guide/instruct students through the completion of the following 2 predictable charts: 

     

    I am (name).

    I can (action word).

     

    You are to be a contributing member to the completion of a predictable chart about animals or color. After listening to a variety of texts, you are to finish the given sentence starter: I like (animal or color). You will draw a picture that matches your created sentence; use the predictable chart as a guide to put your words in the correct order; and demonstrate an awareness of concepts of print as stated in the rubric.  Your final product will be compiled into a class book.


    Focus Standards:
     

    CC.1.1.K.A Use appropriate book handling skills.

    CC.1.1.K.B Demonstrate understanding of the organization and basic features of print.

    CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words.

    CC.1.2.K.A With prompting and support, identify the main idea and retell details of text.

    CC.1.2.K.B With prompting and support, answer questions about key details in a text.

    CC.1.2.K.E Identify parts of a book (title, author) and parts of a text (beginning, end, details).

    CC.1.3.1.A Retell stories, including key details, and demonstrate understanding of their central message or lesson.

    CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts.

    CC.1.4.K.B Use a combination of drawing, dictating, and writing to focus on one specific topic.

    CC.1.4.K.D Make logical connections between drawing and dictation/writing.

    CC.1.4.K.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

    CC.1.4.K.J Make logical connections between drawing and writing.

    CC.1.4.K.L Demonstrate a grade-appropriate command of conventions of grammar, usage, capitalization, punctuation, and spelling.

    CC.1.4.K.M Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events.

    CC.1.4.K.N Establish who and what the narrative will be about.

    CC.1.4.K.O  Describe experiences and events.

    CC.1.4.K.P Recount 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.

    CC.1.4.K.T With guidance and support from adults and peers, respond to questions and suggestions from peers and add details to strengthen writing as needed

    CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups.

    CC.1.5.K.B Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

    CC1.4.K.U With guidance and support, explore a variety of digital tools to produce and publish writing or in collaboration with peers.

    CC1.4.K.V Participate in individual or shared research projects on a topic of interest.

    CC1.4.K.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

     


    Student Objectives/Competencies:

    Students will be able to…

    - express and translate ideas in graphics forms (pictures and illustrations)

    - listen to stories read aloud

    - respond orally to questions regarding characters, setting, events and details related to text

    - engage in shared reading

    - retell major events in a story read aloud

    - combine words to form a complete thought

    - listen actively to increase one’s own understanding by asking questions and/or retelling information

    - listen attentively and follow directions to perform a simple task

    - make connections and form a personal response to the speaker’s message

    - listen politely to the ideas of others by facing and keeping eyes on the speaker

    - illustrate and describe personal response to a sentence starter

    - demonstrate concepts of print (such as track print left to right, track print with 1-to-1 correspondence, identify period    at end of the sentence)

    - identify parts of a book

    - identify responsibilities of author and illustrator

    - actively explore word relationships

    - demonstrate comprehension strategies

    - use high frequency words

    - use new vocabulary words


     
    Assessments:
     

    REVISED Kindergarten Quarter 1 – Unit 1 – “All About Me” Performance Task Rubric

    Criteria

    3

    2

    1

    0

    Score

    Audience Behaviors

    (eg. waiting turn to talk, looking at speaker)

    x 3

    Student demonstrates appropriate audience behaviors in group activities most of the time.

    Student demonstrates appropriate audience behaviors in group activities some of the time.

    Student demonstrates appropriate audience behaviors in group activities a minimal amount of the time.

    Student does not demonstrate appropriate audience behaviors in group activities.

     

    __ x 3 =

    Participation

    x 3

    Student participates in group predictable chart activities most of the time.

    Student participates in group predictable chart activities some of the time.

    Student participates in group predictable chart activities a minimal amount of time.

    Student does not participate in group predictable chart activities.

     

    __ x 3 =

    Oral Language

    x 2

    Student independently expresses a complete thought given a patterned sentence starter.

     

    Student expresses a complete thought given a patterned sentence starter with minimal additional prompts from adult.

    Student expresses a complete thought given a patterned sentence starter with many additional prompts from adult.

    Teacher completes patterned sentence starter for child.

     

     

    __ x 2 =

    Concepts of Print

    x 3

    Student demonstrates complete knowledge of left to right text direction.

     

    Student demonstrates adequate knowledge of left to right text direction.

    Student demonstrates minimal knowledge of left to right text direction.

    Student does not demonstrate knowledge of left to right text direction.

     

    __ x 3 =

    Concepts of Print

    x 2

    Given a model, student manipulates individual words into correct order without any assistance.

    Given a model, student manipulates individual words into correct order with minimal assistance.

    Given a model, student manipulates individual words into correct order with some assistance.

    Given a model, student manipulates individual words into correct order with a great deal of assistance.

     

    __ x 2 =

    Concepts of Print

    (Oral explanation of illustration is acceptable)

    x 2

    Student demonstrates a complete match of illustration and topic.

    Student demonstrates an adequate match of illustration and topic.

    Student demonstrates a minimal match of illustration and topic.

    Student does not demonstrate a match of illustration and topic.

     

    __ x 2 =

     

    Total Score =        /45


     
    Differentiation:
     
    • Skill based groups
    • Reading level groups
    • DRA2
    • Dibels

     
    Interdisciplinary Connections:
     
    -Scholastic News
    -Math book; The Little Mouse, The Red Ripe Strawberry and the Big Hungry Bear (Math 6.16)
    -Math book;  Five Little Monkeys Jumping in the Bed (Math 1.4)
    -Math book; Mouse Count (Math 1.14)
    -Math book; I Went Walking (Math 7.15)
    -Science; Houghton Mifflin Science Big Book Unit A, Lesson 1 and Unit B, Lesson 1

    Additional Resources: