• Elementary Literacy Kindergarten Quarter 1 Unit 2


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

    Quarter 1 Unit 2 Overview: 

    This unit is designed to be completed within a 4-4 ½ week period of time.  The focus of this unit will be on student participation in the understanding and conveying of important information through conversation, illustration and written expression.  Prior knowledge and classroom reading experiences can be combined to complete the performance task. During this time period, students will be introduced to approximately two focus letters (Dd, Cc, Aa, Tt, Ee, Yy, Oo) and one high frequency word (the, see, have, is) per week.  Phonemic Awareness activities will include orally segmenting and blending word parts, adding and deleting sounds, segmenting and blending sounds with short /a/, short /o/, and short /u/ cvc words.  There will be a bridge from Phonemic Awareness into Phonics when the students begin segmenting sounds, associating the corresponding letter symbols, and writing the word. Students will continue their work on the letter sound chart, for the purpose of building automaticity. The teacher will continue to model comprehension strategies while providing students with additional opportunities for guided practice. The competencies of this unit will be addressed through shared reading experiences, shared writing experiences, writing workshop, and oral language activities. 


    Quarter 1 Unit 2 Performance Task:
     
    After you have participated in many shared reading experiences and listened to stories read aloud, choose an animal to write about in a narrative story format.   Your product will be a combination of conversation, drawing, dictating and writing.  Be sure to include an illustration of the animal that you have chosen.  Your story can be real (one that actually happened to you) or from your imagination.  You will share your story with a partner or small group.  You work will be viewed in a gallery walk and will be judges according to the attached rubric.

    Focus Standards:
     

    C.1.4.K.L Use capitalization (beginning of sentence and the word “I”).

    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.1.3.K.D Name the author and illustrator of a story and define the role of each in telling the story.

    CC.1.3.K.E Recognize common types of text.

    CC.1.3.K.I Determine or clarify the meaning of unknown or multiple- meaning words and phrases based upon grade-level reading and content.

    CC.1.3.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.

    CC.1.4.K.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic.

    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 the conventions of standard English grammar, usage, capitalization,

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

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

    CC.1.5.K.A Participate in collaborative

    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

    CC.1.5.K.D Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume.

    CC.1.5.K.E Speak audibly and express thoughts, feelings, and ideas clearly.


     

    Student Objectives/Competencies:

    Students will be able to…

    - demonstrate conversation skills

    - demonstrate audience behaviors

    - recall and share personal experiences with details

    - recall and share information that was read aloud to them

    - distinguish informational and fiction

    - demonstrate Concept of Print skills

    - recognize roles of author and illustrator

    - use comprehension strategies

    - apply phonics skills

    - read high frequency words

    - segment sounds

    - blend word parts and sounds

    - use high frequency words

    - add drawings to provide additional detail

    - use appropriate conventions:

    - capitalization of the pronoun I

    - recognize period at end of sentence

    - use multiple-meaning words in context

    - use descriptive words

    - use new vocabulary words


     

    Assessments:
     
     

    REVISED Kindergarten Quarter 1 – Unit 2 – “Animals” Performance Task Rubric

      

    Criteria

    3

    2

    1

    0

    Score

    Participation

    x 3

    Student fully participates in shared reading experiences pertaining to this unit.

     

    Student adequately participates in shared reading experiences pertaining to this unit.

     

    Student partially participates in shared reading experiences pertaining to this unit.

     

    Student does not participate in shared reading experiences pertaining to this unit.

     

     

    __ x 3 =

    Written Communication

    x 4

    Student clearly expresses his/her thoughts through a combination of drawing and writing.

    Student adequately expresses his/her thoughts through a combination of drawing and writing.

    Student expresses his/her thoughts vaguely through a combination of drawing and writing.

    Student’s drawing and writing does not convey meaning without oral explanation.

     

    __ x 4 =

    Phonics Application

    x 3

    Student consistently demonstrates logical representation of beginning sounds in his/her writing.

    Student demonstrates logical representation of beginning sounds in most of his/her writing.

    Student demonstrates logical representation of beginning sounds in some of his/her writing.

    Student shows little-to-no representation of beginning sounds in his/her writing.

     

    __ x 3 =

    Concepts of Print

    x 2

    (For example: “reads” book front to back; left to right; top to bottom; tracking print with 1-to-1 correspondences; etc.)

    Student consistently demonstrates concepts of print skills when handling text.

     

    Student demonstrates concepts of print skills when handling text some of the time.

     

    Student infrequently demonstrates concepts of print skills when handling text.

     

    Student does not demonstrate concepts of print skills when handling text.

     

     

    __ x 2 =

     

    Total Score =        /36  


     
    Elements of Instruction:
     

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

    Interdisciplinary Connections:
     
    -Scholastic News
    -Math book; The Three Little Bears (Math 2.3)
    -Math book; Bat Jamboree (Math 2.9)
    -Science;  Houghton Mifflin Science Unit B Lessons 2-5