Elementary Literacy Kindergarten Quarter 2 Unit 1Subject: Literacy
Timeline: 4 - 4 1/2 weeksQuarter 2 Unit 1 Overview:
In this 4 – 4 ½ week unit, the focus is on personal storytelling and transferring those thoughts onto paper through writing and drawing. An additional focus is on applying phonemic awareness, phonics and writing convention skills while exploring narrative text. In order to achieve the goals of the unit, many opportunities for modeled, guided, shared, and independent writing must occur. Appropriate conversational behaviors are to be modeled, discussed, practiced, and reinforced. During this time period, students will be introduced to approximately two focus letter(Zz, Kk, Ii, Ww, Uu, Ll, Vv) and 1-2 high frequency word per week (a, my, you, look, and, it, was, to). Through daily Phonemic Awareness and Phonics lessons students will continue to practice orally segmenting and blending sounds to read and write cvc words. Students will continue their work on the letter sound chart, although it should be noted that order will vary. The teacher will continue to model comprehension strategies while increasing 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 2 Unit 1 Performance Task:
As the year moves on and we get to know our classmates better, help your friends learn something new and interesting about you through the writing of a personal narrative. Pick an event in your life that you would like to share. Your story could be a combination of drawing, conversing, and writing. It should be similar to the narrative stories we have read in class, in that it would include you as the character, a setting, and major events. You will be scored by the attached rubric.Focus Standards:
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.E Identify parts of a book (title, author) and parts of a text (beginning, end, details).
CC.1.2.K.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story.
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.N Establish who and what the narrative will be about.
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.D Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume.
Students will be able to…- participate in conversations with peers and adults about personal experiences and familiar stories
- demonstrate audience behaviors
- demonstrate phonemic awareness:
- recognize rhyming words
- recognize syllables in spoken words
- identify initial sounds
- segment and blend onset and rime
- orally segment and blend CVC words
- demonstrate phonics skills
- use high frequency words
- demonstrate concept of print
- read emergent-reader text
- identify author and illustrator and define their roles
- identify character, setting, major events of a story
- use appropriate conventions:
-print upper and lower case letters
-use common nouns and verbs in oral and written language
-capitalize of first letter of a sentence
-capitalize of the pronoun I
- use new vocabulary wordsAssessments:
REVISED Kindergarten Quarter 2 – Unit 1 – “What We Do” Performance Task Rubric
Student independently generates a topic.
Student generates a topic with minimal assistance from adult or peers.
Student generates a topic with some assistance from adult or peers.
It is necessary for the teacher to select the topic for the student.
__ x 1 =
Student orally shares a detailed description of his/her story on a consistent basis.
Student orally shares a detailed description of his/her story some of the time.
Student seldom shares a detailed description of his/her story.
Student does not share a detailed description of his/her story.
__ x 3 =
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 5 =
Student consistently demonstrates evidence of spacing.
Student demonstrates evidence of spacing most of the time.
Student demonstrates evidence of spacing some of the time.
Student does not demonstrate spacing between words.
__ x 2 =
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 =
Total Score = /42Elements of Instruction:Differentiation:
- Skill based groups
- Reading level groups
Interdisciplinary Connections:-Scholastic News-Math book; The Button Box (Math 1.6)