Elementary Literacy Kindergarten Quarter 3 Unit 1Subject: Literacy
Timeline: 4 - 4 1/2 weeksQuarter 3 Unit 1 Overview:
This unit will span approximately 4- 4 ½ weeks. A variety of mentor texts, shared and independent writing experiences and oral language activities must be utilized to achieve the goals of this unit. It is important that students be given plenty of opportunities to choose their own personal experiences to share in conversation and writing. Skills to master in this unit include sequencing, using details in speaking and writing, and transferring phonics skills into reading and writing. During this time period, students will review letter and begin short vowels and CVC words and two high frequency word (we, in, at, with, are, up, yes, no, come, on) per week. Through daily Phonemic Awareness activities and Phonics lessons students will now be exposed to initial and final blends, initial and final digraphs, and short and long vowels. Students will continue to segment and blend nonsense words. Students will continue their work on the letter sound chart. 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 3 Unit 1 Performance Task:
After participating in the shared reading of The Hungry Caterpillar you will complete a retelling of the story. Through drawing, writing, and oral retelling, you will identify major story elements (characters, setting, and major events). Your work will be judged according to the attached rubric.
Teachers please note an average example of the retelling would be: There was an egg. The caterpillar ate lots of foo and got fat. A beautiful butterfly came out.Focus Standards:
CC.1.1.K.B Demonstrate an 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.1.1.K.E Read emergent-reader text with purpose and understanding.
CC.1.2.K.E Identify parts of a book
CC.1.3.K.A Answer questions about key details.
CC.1.3.K.B With prompting and support, identify characters, settings, and major events in the story.
CC.1.3.K.C With prompting and support, identify characters, settings, and major events in the story.
CC.1.3.K.E Read emergent reader with purpose and understanding.
CC.1.3.K.F Ask and answer questions about unknown words in a text.
CC.1.3.K.K Actively engage in group reading activities with purpose and understanding.
CC.1.4.K.E With prompting and a support, illustrate using details and dictate/write using descriptive words.
CC.1.4.K.F Demonstrate grade appropriate command 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 grade appropriate command of the conventions of standard English 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 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.Student Objectives/Competencies:
Students will be able to…
- participate in conversations with peers and adults about personal experiences
- participate in conversations with peers and adults about familiar stories highlighting people, place, things, major events and key details
- demonstrate audience behaviors
- demonstrate concepts of print
- identify author and illustrator and define their roles
- sequence major events in a story (B-M-E)
- demonstrate phonemic awareness
- orally segment and blend CVC words
- demonstrate phonics skills (Refer to Word Study Document for specifics.)
- use high frequency words
- read emergent readers
- use descriptive language
- recognize common types of texts
- recognize nuances of word meanings
- recognize punctuation at end of sentence
- use new vocabulary words
- use appropriate conventions:
- print upper and lower case letters
- use common nouns and verbs in oral and written language
- use plural forms of regular nouns by adding -s or -es- use standard English capitalization, punctuation and phonetic spelling in writingAssessments:
REVISED Kindergarten Quarter 3 – Unit 1 – “Step by Step” Performance Task Rubric
Student’s writing contains many details regarding major story elements.
Student’s writing contains some details regarding major story elements.
Student’s writing contains few details regarding major story elements.
Writing does not contain any details regarding major story elements.
__ x 3 =
Student’s illustration contains many details regarding major story elements.
Student’s illustration contains some details regarding major story elements.
Student’s illustration contains few details regarding major story elements.
Illustration does not contain any details regarding major story elements.
__ x 1 =
Student includes a well detailed sequence of events.
Student includes a adequately detailed sequence of events.
Student includes a minimally detailed sequence of events.
Student does not include a well detailed sequence of events.
__ x 4 =
Student demonstrates logical representation of most consonant sounds in his/her writing.
Student demonstrates logical representation of some consonant sounds in his/her writing.
Student demonstrates logical representation of a few consonant sounds in his/her writing.
Student demonstrates little-to-no logical representation of consonant sounds in his/her writing.
__ x 5 =
Student attempts to represent most vowel sounds in his/her writing. (may or may not be correct)
Student attempts to represent some vowel sounds in his/her writing. (may or may not be correct)
Student attempts to represent few vowel sounds in his/her writing. (may or may not be correct)
Student demonstrates little-to-no representation of vowel sounds in his/her writing.
__ x 2 =
Total Score = /45Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Math book; Beep, Beep, Vroom (Math 1.9)-Math book; A Bargain for Frances (Math 8.8)
- Skill based groups
- Reading level groups