Elementary Literacy Kindergarten Quarter 4 Unit 2Subject: Literacy
Timeline: 4 - 4 1/2 weeksQuarter 4 Unit 2 Overview:
In approximately 4- 4 ½ weeks, students will share personal stories, with an emphasis on written expression. Through a variety of mentor texts and teacher modeling, students will be exposed to many effective techniques used in narrative writing. Skills to master in this unit include sequencing, conveying personal reaction, using details in speaking and writing, and transferring phonics skills into reading and writing. 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 4 Unit 2 Performance Task:
You are an author who has been asked to write a story about something interesting in your life. 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 events and the order in which they occurred. Also include a personal reaction to those events. Your work will be displayed and you will share your story with your classmates. 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.A With prompting and support, retell familiar stories including key details.
CC.1.2.K.E. Identify parts of a book (title, author) and parts of a text (beginning, middle, end details).
CC.1.2.K.F With prompting and support, ask and answer questions about unknown words in a text.
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.1.3.K.J Use words and phrases acquired through conversations, reading and being read to and responding to texts.
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.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.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
- participate in conversations with peers and adults about familiar stories highlighting people, place, things, major events and key details
- demonstrate conversation skills
- demonstrate audience behaviors
- sequence major events in a story (B-M-E)
- identify character reactions
- describe or communicate personal reactions
- demonstrate phonemic awareness
- orally segment and blend words
- demonstrate phonics skills (Refer to Word Study Document for specifics.)
- read early readers
- use comprehension strategies
- use descriptive language
- recognize common types of texts
- recognize nuances of word meanings
- use new vocabulary words
- use high frequency words
- recognize and use common punctuation
- 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:Q4U2 Rubric
REVISED Kindergarten Quarter 4 – Unit 2 – Ocean/Water Life Performance Task Rubric
Student chooses topic and forms an opinion for writing without the support of an adult.
Student chooses topic and forms an opinion for writing with some support of an adult.
Student chooses topic and forms an opinion for writing with a great deal of support of an adult.
Teacher chooses topic and provides the student a great deal of support in forming an opinion for writing.
__ x 2 =
Student orally shares thorough evidence to support his/her opinion.
Student orally shares adequate evidence to support his/her opinion.
Student orally shares minimal evidence to support his/her opinion.
Student orally shares little-to-no evidence to support his/her opinion.
__ 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 5 =
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 3 =
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 =
Total Score = /45Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Math book; Splash (Math 2.14)
- Skill based groups
- Reading level groups
- Skill based groups