Elementary Literacy Kindergarten Quarter 4 Unit 1Subject: Literacy
Timeline: 4 - 4 1/2 weeksQuarter 4 Unit 1 Overview:
In this 4-4 ½ week unit, application of phonics, high frequency words, and capitalization are essential. Students learn to form, state, and support preferences and opinions about their chosen topic. Throughout this unit, multiple opportunities will be provided to students to orally share their opinions. Students will be encouraged to provide evidence to support their opinions through open-ended conversations. Exposure to a variety of both fiction and nonfiction texts will support student learning. Students will be review letters previously taught and two high frequency word per week (that, do, went, said, for, he, your, will, of, she, where). 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, small group, and oral language activities.Quarter 4 Unit 1 Performance Task:Everyone has an opinion! After reading and discussing several nonfiction texts about the ocean, you will select an interesting ocean animal or object. You will then write an opinion piece which identifies that topic and states a personal opinion or preference about it. You will share your opinion in a small or large group setting including factual information gained from either texts or prior knowledge. Your work will be judged according to the attached rubric.Focus Standards:
CC.1.1.K.A Utilize book handling skills.
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.D Name the author and illustrator of a story and define the role of each in telling the story.
CC.1.2.K.F With prompting and support, ask and answer questions about unknown words in a text
CC.1.2.K.I With prompting and support, identify basic similarities between two texts
CC.1.2.K.L Actively engage in group reading activities with purpose and understanding
CC.1.3.K.C With prompting and support, identify characters, settings and major events in a story.
CC.1.4.K.G Use a combination of drawing, dictating and writing to compose opinion pieces on familiar topics.
CC.1.4.K.H Form an opinion by choosing between two given topics.
CC.1.4.K.I Support the opinion with reasons.
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, punctuation, and spelling.
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…
- demonstrate conversation skills
- demonstrate audience behaviors
- participate in conversations with peers and adults about nonfiction books
- communicates opinion and give reasons in writing
- communicate opinion in an illustration or diagram
- label diagrams
- use prior knowledge and gather new information
- demonstrate phonemic awareness/phonics (Refer to Word Study Documents for specifics.)
- use phonetic spelling
- use and write common spellings for long/short vowel sounds and blends
- use content specific vocabulary and phrases
- recognize the difference between fact and fiction
- use high frequency words
- recognize and use common punctuation
- use comprehension strategies
- use new vocabulary
- utilize book handling skills
- segment words (written and verbally- read fiction and non-fiction emergent text- name author and illustrator and define rolesAssessments:Q4U1 Rubric
REVISED Kindergarten Quarter 4 – Unit 1 – Characters React Performance Task Rubric
(Pre and Post-writing )
Student thoroughly shares his/her experience with peers.
Student adequately shares his/her experience with peers.
Student minimally shares his/her experience with peers.
Student reluctantly shares his/her experience with peers – or refuses to share.
__ x 2 =
Student clearly expresses his/her thoughts through writing.
Student adequately expresses his/her thoughts through writing.
Student expresses his/her thoughts vaguely through writing.
Student’s writing does not convey meaning without oral explanation.
__ x 3 =
Student includes a well detailed sequence of events.
Student includes an adequately detailed sequence of events.
Student includes a minimally detailed sequence of events.
Student does not include a detailed sequence of events in the writing.
__ x 3 =
Student thoroughly expresses his/her reaction in drawing, conversation and writing.
Student adequately expresses his/her reaction in drawing, conversation and writing.
Student minimally expresses his/her reaction in drawing, conversation and writing.
Student does not express his/her reaction in drawing, conversation and writing.
__ x 2 =
Student consistently capitalizes the first word in a sentence and the word I.
Student frequently capitalizes the first word in a sentence and the word I.
Student capitalizes the first word in a sentence and the word I part of the time.
Student does not capitalize the first word in a sentence and the word I part of the time – or student consistently uses capital letters randomly.
__ x 2 =
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 3 =
Total Score = /45Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Math book; Bennie's Pennies (Math 6.1)-Math book; The Tortoise and the Hare (Math 6.4)-Math book; A Chair for My Mother (Math 8.8)-Math book; The Three Billy Goat's Gruff (Math 2.3)-Math book; Where's My Teddy (Math 1.13)
- Skill based groups
- Reading level groups
- Skill based groups