Elementary Literacy Kindergarten Quarter 3 Unit 2Subject: Literacy
Timeline: 4 - 4 1/2 weeksQuarter 3 Unit 2 Overview:
This 4 - 4 ½ week unit focuses on the content of “bugs and critters”, with a culminating performance task on worms. By being exposed to a wide variety of genres, the differences between fact and fiction will be explored. Students will learn that facts are supported by real evidence. Discerning essential from nonessential information in nonfiction text will be highlighted throughout the unit. Nonfiction text features (such as photographs, labeled diagrams, captions, headings, etc) will be examined as a means to make meaning of text. Through this performance task, students will demonstrate their ability to share factual information through conversation, illustration, text features (specifically a labeled diagram), and written expression. During this time period, students will be introduced to two high frequency word per week (come, on, they, boy, this, girl, what, did). 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 2 Performance Task:
After being exposed to a variety of informational texts, pretend you are a scientist who is studying worms and sharing the information with a group of Kindergarten students. Using prior knowledge and information learned through shared research, you will create a written product which will include facts and a labeled diagram on worms. Your work will be judged according to the attached rubric.Focus Standards:
C.C.1.1.K.E Read emergent reader text with purpose and understanding.
C.C.1.1.K.D Make logical connections between drawing and dictation/writing
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.C With prompting and support, generate ideas and details to convey information that relates to the chosen topic.
CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words.
CC.1.2.K.I With prompting and support, identify basic similarities between two texts (read or read aloud) on the same topic.
CC.1.4.K.A Use a combination of drawing, dictating, and writing to compose informative/explanatory text.
CC.1.4.K.B Use a combination of drawing, dictating and writing to focus on one specific topic.
CC.1.4.K.C With prompting and support, generate ideas and details to convey information that relates to a topic.
CC.1.4.K.D Make logical connections between drawing and dictation/writing.
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.V Participate in individual or shared research projects on a topic of interest.
CC.1.5.K.D Share stories, familiar experiences, and interests, speaking clearly enough to be understood by all audiences using appropriate volume.
CC.1.1.K.E With prompting and support, illustrate using details and dictate/write using descriptive words.
Students will be able to…
- participate in conversations with peers and adults about nonfiction books
- demonstrate conversation skills
- demonstrate audience behaviors
- communicate opinions in writing
- compare and contrast information throughout the unit
- form an opinion based upon information in a text
- cite evidence from text to support your opinion
- use prior knowledge and gather new information
- use appropriate conventions
- use question words
- use prepositions
- speak audibly in small and large groups
- demonstrate phonemic awareness/phonics (Refer to Word Study Documents for specifics.)
- use phonetic spelling
- use common spellings for long/short vowel sounds
- use high frequency words
- use content specific vocabulary and phrases
- recognize the difference between fact and opinion
- use new vocabulary
- demonstrate concept of print
- identify author and illustrator and define their roles
- use comprehension strategies
- recognize and use common punctuationAssessments:
REVISED Kindergarten Quarter 3 – Unit 2 – Bugs/Critters Performance Task Rubric
Student writes several accurate key facts about topic.
Student writes some accurate key facts about topic.
Student writes at least one accurate key fact about topic.
Student writes no accurate facts about topic.
__ x 4 =
Student thoroughly expresses information through a combination of drawing and labeling in a diagram.
Student adequately expresses information through a combination of drawing and labeling in a diagram.
Student minimally expresses information through a combination of drawing and labeling in a diagram.
Student does not express information through a combination of drawing and labeling in a diagram.
__ x 3 =
Student demonstrates logical representation of most consonant and vowel sounds in his/her writing.
Student demonstrates logical representation of some consonant and vowel sounds in his/her writing.
Student demonstrates logical representation of a few consonant and vowel sounds in his/her writing.
Student demonstrates little-to-no logical representation of consonant and vowel sounds in his/her writing.
__ x 4 =
High Frequency Words
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 =
Student consistently capitalizes the first word in a sentence.
Student frequently capitalizes the first word in a sentence.
Student capitalizes the first word in a sentence part of the time.
Student does not capitalize the first word in a sentence or student consistently uses capital letters randomly.
__ x 1 =
Total Score = /42Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Math book; The Grouchy Ladybug (Math 8.3)-Math book; Best Bug Parade (Math 3.7)-Math book; Flower Garden (Math 1.8)-Math book; Whose Tracks Are These? (Math 5.7)-Science Kit Resources
- Skill based groups
- Reading level groups