• Elementary Literacy Kindergarten Quarter 2 Unit 2


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

    Quarter 2 Unit 2 Overview:

    This unit will span 4 – 4 ½ weeks.  The purpose of this unit is to learn how to use a series of directions to perform a task.  Within this unit, students will be exposed to a variety of techniques to organize their thoughts (such as graphic organizers, flow charts and sequenced story boards, etc).  By exploring fiction and informational text, students will learn the importance of temporal words.  Additional skills addressed in this unit include:  clarity of writing, use of classroom resources, transfer of common spelling patterns and convention guidelines.  During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [made, will, fun, just, then] and four high frequency words). Through daily Phonemic Awareness activities and Phonics lessons students will continue their work with words which have short and long vowels, blends and digraphs. Students will continue using the letter sound chart and practicing nonsense words daily. The teacher will model comprehension strategies while providing opportunities for guided and independent practice. Keeping the gradual release of responsibility in mind, opportunities for modeling, guided practice and independent practice throughout the block framework will assist students in meeting the competencies.

     

    Quarter 2 Unit 2 Performance Task:

    You have been asked by your teacher to create a page for our class book, showing something a first grader knows how to do. Using a graphic organizer, sequenced story board, or written paragraph describe a sequence of actions required to complete your chosen task. Be sure to take into account some of the techniques, such as the use of temporal words, you have been exposed to in previously read material. Your work will be judged according to the attached rubric. 


     
    Focus Standards:
     

    CC.1.2.1.A Identify the main idea and retell key details of text.

     

    CC.1.2.1.L  Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficient.

     

    CC.1.1.1C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

    -Count, pronounce, blend, and segment syllables in spoken and written words.

    - Orally produce single-syllable words, including consonant blends and digraphs.

    -Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

    - Add or substitute individual sounds (phonemes) in one-syllable words to make new words.

     

    CC.1.2.1.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

     

    CC.1.2.1 A Identify the main idea and retell key details of text.

     

    CC.1.1.1.E Read with accuracy and fluency to support comprehension:  Use context to confirm or self-correct word recognition and understanding, rereading as necessary

     

    CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.

     

    CC.1.1.1 D Know and apply grade level phonics and word analysis skills in decoding words.

    - Identify common consonant digraphs, final-e, and common vowel teams.

     

    CC.1.3.1.I Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content.

     

    CC1.4.1A Write informative/ explanatory texts to examine a topic and convey ideas and information.

     

    CC1.4.1 C Develop the topic with two or more facts.

     

    CC1.4.1 D Group information and provide some sense of closure.

     

    CC1.5.1 A Participate in collaborative conversations with peers and adults in small and larger groups.

     

    CC1.4.1 E Choose words and phrases for effect

     

    CC1.4.1 B Identify and write about one specific topic.

     

    CC1.4.1.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

    - Capitalize dates and names of people.

    -Use end punctuation; use commas in dates and words in series.

    -Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.

     

    CC1.4.1 B Identify and write about one specific topic. 

     

    CC1.4.1E Choose words and phrases for effect.

     

    CC1.4.1.D Group information and provide some sense of closure.

     

    CC1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.

     

    CC1.1.1.B  Demonstrate understanding of the organization and basic features of print.

    -Recognize the distinguishing features of a sentence.

     

    CC1.1.1.B Demonstrate understanding of the organization and basic features of print.

     

    CC1.4.1.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

     

    Student Objectives/Competencies:

    Students will be able to…

    - recall information and identify a sequence of actions within an informational or narrative text

    - write in complete sentences

    - break down and organize the chosen task

    - express their thinking in pictorial and/or written form

    - be aware of the audience

    - ask and answer questions related to the text

    - practice and use comprehension strategies

    - use writing resources in the room

    - participate in conversations with peers and adults about books

    - use prior knowledge and gather new information

    - use grade level appropriate conventions

    - demonstrate phonemic awareness/phonics (Refer to Word Study Documents for specifics.)

    - use phonetic spelling

    - use high frequency words

    - use new vocabulary

     


     
    Assessments:
     
    Q2U2 Rubric                                                                                                                                                              

    REVISED Kindergarten Quarter 2 – Unit 2 – Community Helpers Performance Task Rubric

    Criteria

    3

    2

    1

    0

    Score

    Participation

    X2

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

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

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

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

     

    __ x 2 =

    Content

    X5

    Student provides many accurate pieces of information orally or in written format.

    Student provides some accurate information orally or in written format.

    Student provides minimal amount of accurate information orally or in written format.

    Information provided is not accurate.

     

    __ x 5 =

    Written Communication

    X3

    Student thoroughly conveys information pertaining to the topic through drawing and writing.

    Student adequately conveys information pertaining to the topic through drawing and writing.

    Student partially conveys information pertaining to the topic through drawing and writing.

    Student’s drawing and writing does not pertain to the topic.

     

    __ x 3 =

    Phonics Application

    X3

    Student demonstrates logical representation of most beginning and ending consonant sounds in writing.

    Student demonstrates logical representation of some beginning and ending consonant sounds in writing.

    Student demonstrates logical representation of few beginning and ending consonant sounds in writing.

    Student demonstrates logical representation of little-to-none beginning and ending consonant sounds in writing.

     

    __ x 3 =

    High Frequency Words

    X2

    Student consistently writes common high frequency words correctly. (May do from memory or use of classroom resources).

    Student writes common high frequency words correctly most of the time. (May do from memory or use of classroom resources).

    Student writes common high frequency words correctly some of the time. (May do from memory or use of classroom resources).

    Student does not write common high frequency words correctly with or without classroom resources.

     

    __ x 2 =

    Conventions

    X1

    Student consistently capitalizes the first word in a sentence.

    Student frequently capitalizes the first word in a sentence.

    Student rarely capitalizes the first word in a sentence.

    Student does not capitalize the first word in a sentence or student uses capital letters randomly.

     

    __ x 1 =

                                                                                                                                            Total Score =        /48                         


     

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

    Interdisciplinary Connections:
     
    -Scholastic News
    -Math book; Building a House (Math 5.12)
    -Math book; Animals on Board (Math 7.6)
    -Social Studies; Houghton Mifflin Social Studies Big Book Unit 1, Lesson 4; Unit 2, Lesson 7; Unit 3, Lesson 5 and Unit 4, Lesson 5