ELA Kindergarten                                                                                 Page  of

The Kindergarten ELA curriculum is designed to provide students with the instruction they need to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in Kindergarten, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence.

Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time and Literacy Centers.  While students are reading independently,Guided Reading,  strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.

Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.

ELA instruction for the year is organized into 10 units of study, which are described below:

Units:

Unit 1:  Take a New Step

Unit 2. Let’s Explore

Unit 3.Going Places

Unit 4. Around the Neighborhood

Unit 5. Wonders of Nature

Unit 6.  Weather for all Seasons

Unit 7.  The Animal Kingdom.

Unit 8. From here to there.

Unit 9. How things change

Unit 10. Thinking outside the box




Unit Title

Unit 1:  Take a New Step

     

Timeframe 

3 Weeks - 1 week for each topic

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

The overall purpose of this unit is: “What can we learn when we try new things?”  The children will talk about a time in their life when they tried something they had never done before.  They will discuss how they felt at that time, who they were with at that time, and what they learned during that time.   

Learning Targets

Essential Questions

Week 1 - Essential Question:   How can we get along with new friends?

  • What is the definition of  friend, problem, rescue, adventure, and movement?
  • How do you make new friends?
  • How do you make sure that everyone is included when you play with friends?
  • How do you read a book?
  • What is a Fantasy story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the Asking and Answering reading strategy?
  • What sound does the letter Mm make?
  • How do you write the letter Mm?
  • What is one reason to write?
  • How do you write a personal narrative?
  • What is a noun?
  • How do you feel when you make a new friend?
  • What are the key details in the story, What About Bear?
  • Can you predict what is going to happen in the story?
  • What is a feeling word?
  • How do you retell a story?
  • Can you identify the word, ‘the’?
  • What is a Fable story?
  • Can you find the noun in the sentence?
  • What is an Informational Text story?
  • How do you add details to your sentence?
  • How do you do a research project?
  • What are text connections?
  • Can you make text connections?
  • What are the different genres, reading strategies, and reading skills we learned this week?
  • Can you identify the letter m sound in different words?
  • How do you blend letter sounds to make a word?
  • How do text feature photographs help us with our reading?

Week 2 - Essential Question:  How do baby animals move?

  • What is the definition of adventure, movement, exhausted, exciting, and arrived?
  • How do you read a book?
  • What is a  Fantasy story?
  • What does an author do?
  • What does an illustrator do?
  • What is the Asking and Answering reading strategy?
  • What sound does the letter Aa make?
  • How do you write the letter Aa?
  • Can you identify the word, ‘we’?
  • What is one reason to write?
  • What is an opinion?
  • How do you write an opinion?
  • What is a noun?
  • Can you find a noun in the sentence?
  • What are some Family words?
  • What are the key details in the story, Pouch!?
  • How do you retell a story?
  • How do you blend letter sounds together to make a word?
  • What is a Fable story?
  • What is an Informational Text story?
  • What do labels do in a story?
  • Can you predict what is going to happen in the story?
  • Can you make text to text connections?
  • How do you do a research project?
  • What are the different genres, reading strategies and reading skills we have learned this week?
  • Can you make text connections?
  • Can you identify the letter Aa and the letter Mm in different words?
  • Can you read your opinion paper?
  • Can you identify nouns in a sentence?

Week 3 - Essential Questions: How can your senses help you learn?

  • What are your 5 senses?
  • How do you use your 5 senses?
  • What is the definition of senses, explore, feast, kneads, and finished?
  • How do you read a story?
  • What is an Informational Text Story?
  • What is the Asking and Answering reading strategy?
  • What sound does the letter Ss make?
  • How do you write the letter Ss?
  • Can you identify the word, ‘see’?
  • What is one reason to write?
  • How do you make a picture web?
  • What is a noun?
  • Can you identify a noun?
  • What are some sensory words?
  • What are the key details in the story,
  • How do you retell a story?
  • How do you blend letter sounds together to make a word?
  • Can you predict what is going to happen in the story?
  • Can you make a text to text connections, text to self connections, text to world connections?
  • What is a Poetry story?
  • Can you make a display research project?
  • What were the different genres, strategies, and reading skills that we have learned this week?
  • Can you read words made with the letters s,m, and a?
  • Can you write words made with the letters s,m, and a?
  • Can you present your picture web to the class?

Enduring Understandings

Students will understand:

Oral Vocabulary words: friend, problem, escape, grasped, rescue, adventure, movement, arrived, exciting, exhausted, explore, senses, feast, finished, kneads.

  • Phonological Awareness - sentence segmentation
  • Category words - feeling words, recognize rhyme, onset/rime blending
  • Category words - sensory words

Comprehension:

  • Genres - Fantasy  Informational Text, Fable, and Poetry
  • Concepts of print - book handling and directionality
  • Set a purpose for reading - author and illustrator   
  • Reading Strategy - Ask and Answer Questions
  • Make connections 
  • Reading Skill - Key Details
  • Guided retelling
  • Text Evidence
  • Text Features - photographs, labels
  • Category Words - feeling words, family words, sensory words
  •  Text Connections - text to text, text to self, text to world

Shared Read

  • Model skills and strategies - Book handling, concepts about print, predict, read, reread

Word Work:  

  • phoneme isolation - Mm, Aa, Ss
  • Phonics - Mm, Aa, Ss
  • Identify words with m
  • Picture sort - initial m and final m, letters a and m, letters a, m, s
  • Dictation with letters a,m,s
  • Blend words with short a
  • Identify words with the letters  a, m, s
  • Blend words with short a and m
  • Read words with the letters a and m
  • Blend words with the letter s
  • Phoneme categorization
  • Blend words with s,m, and short a
  • Read words with the letters s,m,and short a
  • Handwriting - Mm, Aa, Ss
  • High frequency words -  the, we, see

 Writing:

  • Writing trait -share ideas, details,and feelings. Make observations.
  •  Shared Writing 
  • Write a personal narrative -brainstorm, prewrite, draft, revise, final draft
  • Write an opinion - brainstorm, prewrite, draft, revise, final draft
  • Make a  picture web - brainstorm, prewrite, draft, revise, final draft

 Grammar:

  •  nouns

Research and Inquiry

  • Make an animal puppet
  • Choose a topic
  • Find resources
  • Keep track of ideas
  • Create the project
  • Share information

Know

By the end of this unit, students will know:

  •  Oral Vocabulary Words:
  • The definitions of friend, problem, escape, grasped, rescue, adventure, movement, arrived, exhausted, explore, senses, feast, finished, kneads.
  • How to segment the words in a sentence.
  • How to identify feeling words, family words, sensory words.
  • How to recognize rhyme in a passage.
  • How to  blend the onset and rime of words together.
  • Comprehension:
  • How to connect to the concept.
  • How to hold a book when they are reading it.
  • How to read the words from left to right.
  • The characteristic of  a fantasy story.
  • How to ask and answer question as they read a story to understand what is happening in the story.
  • What an author does.
  • What an illustrator does.
  • How to make connections to the story that is being read.
  • How to  find key details in a story by reading the text and looking at the pictures.
  • How to find the text evidence in a story.
  • How to retell a story.
  • The characteristics of a fable.
  • The characteristics of an informational text story.
  • How photographs in a story give information that is not in the author’s words.
  • How to make text to text, text to self and text to world connections.
  • How to review the different genres, reading strategies, and reading skills that were taught this week.
  • How to identify labels in a story.
  • How labels tell us more about the photographs in a story.
  • The characteristics of poetry.
  • Shared Read
  • How to correctly hold a book when they are reading it.
  • How to read a book starting on the left and reading to the right.
  • How to identify a question mark.
  • That a question mark means the sentence is asking a question.
  • How a question mark can be found at the end of a sentence.
  • How to chorally read a story with their class.
  • How to predict what will happen in a story by reading the title and looking at the illustrations.
  • How to identify the front and back cover of a book.
  • How to identify the title of a book.
  •  Word Work
  • The sounds of the letters Mm, Aa, Ss,
  • How to write the letters Mm, Ss, and Aa.
  • How to blend the letter sounds of Mm, Ss, and Aa.
  • How to read the sight words the, we, see.
  • How to identify the letters m,s, and a.
  • How to identify words with the letter m.
  • How to blend letter sounds together to make words.
  • How to sort pictures with the using words that start with the letter m and words that end with the letter m.
  • How to write the letter m when its sound is dictated.
  • How to write the letters s,m,t when their sounds are dictated.
  • How to blend words with the short a.
  • How to identify the letter a in words.
  • How to sort pictures using the letters a and m.
  • How to blend words with the letters short a and m.
  • How to write the letters a and m when their sounds are dictated.
  • How to read words with the short a and m.
  • How to blend words with the letter s.
  • How to categorize word by their beginning sound.
  • How to identify words that have the letter s.
  • How to blend words using the letters s,m,and short a.
  • How to write the letters s,a,m when their sounds are dictated.
  •  Writing:
  • How writers write to share ideas.
  • How to write a personal narrative
  • How to make a list of things to share with friends at school to brainstorm ideas for their personal narrative.
  • How to prewrite their personal narrative.
  • How to write a draft of their personal narrative.  
  • How to revise their personal narrative.
  • How to write a final draft of their personal narrative.
  • How to present their personal narrative.
  • How writers can write to share their feelings.
  • How to write an opinion.
  • How to write make a chart to brainstorm ideas for their opinion .
  • How to prewrite their opinion sentence.
  • How to write a draft of their opinion sentence.
  • How to revise their opinion sentence.
  • How to write a final draft of their opinion sentence.
  • How to present their opinion sentence.
  • How to use writing to record their observations.
  • How to make a picture web.
  • How to use a picture web to brainstorm ideas for their picture web.
  • How to prewrite their picture web.
  • How to write a draft of their picture web.
  • How to revise their picture web.
  • How to write a final draft of their picture web.
  • How to present their picture web.
  • Grammar
  • How a noun is a naming word
  • How a noun names a person, place, or thing.
  • How to identify if a noun word is a person, a place or a thing.
  • How to identify the noun in a sentence.
  • How a noun can also name an animal.
  • Research and Inquiry
  • How to make a poster, make an animal puppet, make a display.
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to keep track of ideas for their research project.
  • How to create their research project.
  • How to share their research project.

Do

By the end of this unit, students will be able to:

  •  Oral Vocabulary Words:
  • Identify the definitions of friend, problem, escape, grasped, rescue, adventure, movement, arrived, exhausted, explore, senses, feast, finished, kneads.
  • Segment the words in a sentence.
  • Identify feeling words, family words, sensory words.
  • Recognize rhyme in a passage.
  • Blend the onset and rime of words together.
  • Comprehension:
  • Connect to the concept.
  • Hold a book when they are reading it.
  • Read the words from left to right.
  • Understand the characteristic of  a fantasy story.
  • Ask and answer question as they read a story to understand what is happening in the story.
  • Understand and identify what an author does.
  • Understand and identify what an illustrator does.
  • Make connections to the story that is being read.
  • Find key details in a story by reading the text and looking at the pictures.
  • Find the text evidence in a story.
  • Retell a story.
  • Understand the characteristics of a fable.
  • Understand the characteristics of an informational text story.
  • Understand that photographs in a story give information that is not in the author’s words.
  • Make text to text, text to self and text to world connections.
  • Review the different genres, reading strategies, and reading skills that were taught this week.
  • Identify labels in a story.
  • Understand how labels tell us more about the photographs in a story.
  • Understand the characteristics of poetry.
  • Shared Read
  • Correctly hold a book when they are reading it.
  • Read a book starting on the left and reading to the right.
  • Identify a question mark.
  • Understand that a question mark means the sentence is asking a question.
  • Understand that a question mark can be found at the end of a sentence.
  • Chorally read a story with their class.
  • Predict what will happen in a story by reading the title and looking at the illustrations.
  • Identify the front and back cover of a book.
  • Identify the title of a book.
  •  Word Work
  • Identify the sounds of the letters Mm, Aa, Ss,
  • Write the letters Mm, Ss, and Aa.
  • Blend the letter sounds of Mm, Ss, and Aa.
  • Read the sight words the, we, see.
  • Identify the letters m,s, and a.
  • Identify words with the letter m.
  • Blend letter sounds together to make words.
  • Sort pictures with the using words that start with the letter m and words that end with the letter m.
  • Write the letter m when its sound is dictated.
  • Write the letters s,m,t when their sounds are dictated.
  • Blend words with the short a.
  • Identify the letter a in words.
  • Sort pictures using the letters a and m.
  • Blend words with the letters short a and m.
  • Write the letters a and m when their sounds are dictated.
  • Read words with the short a and m.
  • Blend words with the letter s.
  • Categorize word by their beginning sound.
  • Identify words that have the letter s.
  • Blend words using the letters s,m,and short a.
  • Write the letters s,a,m when their sounds are dictated.
  •  Writing:
  • Understand that writers write to share ideas.
  • Write a personal narrative
  • Make a list of things to share with friends at school to brainstorm ideas for their personal narrative.
  • Prewrite their personal narrative.
  • Write a draft of their personal narrative.  
  • Revise their personal narrative.
  • Write a final draft of their personal narrative.
  • Present their personal narrative.
  • Understand that writers can write to share their feelings.
  • Write an opinion.
  • Make a chart to brainstorm ideas for their opinion .
  • Prewrite their opinion sentence.
  • Write a draft of their opinion sentence.
  • Revise their opinion sentence.
  • Write a final draft of their opinion sentence.
  • Present their opinion sentence.
  • Use writing to record their observations.
  • Make a picture web.
  • Use a picture web to brainstorm ideas for their picture web.
  • Prewrite their picture web.
  • Write a draft of their picture web.
  • Revise their picture web.
  • Write a final draft of their picture web.
  • Present their picture web.
  • Grammar
  • Understand that a noun is a naming word
  • Understand that a noun names a person, place, or thing.
  • Identify if a noun word is a person, a place or a thing.
  • Identify the noun in a sentence.
  • Understand that a noun can also name an animal.
  • Research and Inquiry
  • Make a poster, make an animal puppet, make a display.
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Keep track of ideas for their research project.
  • Create their research project.
  • Share their research project.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Dibels Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.5. Recognize common types of texts (e.g., storybooks, poems).

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Print many upper- and lowercase letters. B. Use frequently occurring nouns and verbs. C. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). D. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). E. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). F. Produce and expand complete sentences in shared language activities.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. B. Count, pronounce, blend, and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize the first word in a sentence and the pronoun I. B. Recognize and name end punctuation. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. B. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). C. Identify real-life connections between words and their use (e.g., note places at school that are colorful). D. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 2. Let’s Explore

Timeframe 

3 weeks -1 week for each topic

Unit Summary

The overall purpose of this unit is, “What can you find out when you explore?”  The children will think about how they can learn about places by exploring.  The children will be asked to think about a particular familiar place at home or at school and then discuss who are the people that they see there and what are some of the objects they notice in those places. As children relate their observations, they will be encouraged to include details that describe the people and things that they would observe.  Then they will be asked to share a new place that they would like to explore.  We will acknowledge their responses and ask them additional questions to help children recognize what they can learn from careful observation.

Learning Targets

Essential Questions

Week 1:  Essential Question - How do tools help us to explore?

  • What is the definitions of tools, discover, fetch, rumble discover?
  • Which tools help you discover more about the world around you?
  • Which tools help you do your work?
  • What kind of tools do you see in the video?
  • How do you read a book?
  • What is an Informational Text story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the Asking and Answering reading strategy?
  • What did you learn about the things you can do with your hands?
  • How can tools help us learn more about the world around us?
  • What sound does the letter Pp make?
  • How do you write the letter Pp?
  • Can you identify the word, ‘a’?
  • What is a sentence?
  • What is something that a sentence gives us?
  • What is an explanatory sentence?
  • What is a verb?
  • Can you name a color word?
  • What are the key details in the story, The Handiest Things in the World?
  • What is a comma?
  • Can you blend letter sounds to make a word?
  • Can you predict what is going to happen in the story?
  • Can you write an Explanatory Sentence?
  • Can you identify the verb in the sentence?
  • What is a Tale story?
  • Can  you identify the letter Pp sound in words?
  • Can you identify alliteration in a passage?
  • What are the Headings in a story?
  • Can you write words that are being dictated?
  • Can you add more details to your explanatory sentence?
  • Can you participate in a tool belt research project?
  • Can you make text to text, text to self, and or text to world connections?
  • Can you share your tool belt research project?
  • What are the different genres, reading strategies, and reading skills we have learned this week?
  • Can you present your explanatory sentence  to the class?

Week 2: Essential Question -  What shapes do you see around you

  • What is the definition of materials, nature, world, decorations, game?
  • What shapes do you see in nature everyday?
  • How do you read a book?
  • What is an Informational Text story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the asking and answering reading strategy?
  • What shapes did you learn about in the story?
  • Where did you see these shapes in the story?
  • What sound does the letter Tt make?
  • How do you make the letter Tt?
  • Can you identify the word, ‘like’?
  • Where can we get ideas for writing?
  • Can you make a shape poster?
  • What is a verb?
  • What are some shape words?
  • What are the key details in the story, Shapes All Around?
  • Can you blend letter sounds together to make words?
  • Can you identify the letter ‘Tt’ in different words?        
  • What is a sentence?
  • Can you predict what will happen in the story?
  • Can you write about what you see?
  • Can you make a shape poster?
  • What are the verb in the sentence?
  • Can you blend the letters m,s,a, and p to make words?
  • Can you read the word ‘like’?
  • Can you identify the bold print in the story?
  • Can you write the words that are being dictated?
  • What can you add to your shape poster?
  • Can you check your friends shape poster?
  • Can you edit your own shape poster?
  • Can we make a class chart of shapes?
  • Can you make text to text, text to self, and text to world connections?
  • What are the different genres, strategies and reading skills that we have learned this week?
  • Can you share your shape poster with the class?
  • Can you present your poster to the class?

Week 3: Essential Question -  What kind of bugs do you know about?  

  • What is the definition of curious, observe, process, slender, and attaches?
  • Which bug makes you feel the most curious?
  • What would you like to observe about that bug?
  • How do you read a book?
  • What is a fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the Asking and Answering reading strategy?
  • What did you learn about bugs in the story, I Love Bugs!?
  • Can you segment the sounds in cvc words?
  • Can you write the different sounds in cvc words?
  • What sound does the letter Mm, Aa, Pp, Ss, and Tt make?
  • Can you identify the letter Mm sound in different words?
  • Can you read the sight words the, a, see, we, and like?
  • What is one way we can get ideas for our writing?
  • Can you make a bug word web?
  • Can you name different action words(verbs) that a bug can do?
  • How many syllables are in different words?
  • What are some movement words?
  • Can you find details in the illustrations in the story, I Love Bugs!?
  • Can you retell the story, I Love Bugs!?
  • Can you identify the letter ‘Ss’ sound?
  • Can you identify the letter ‘Tt’ sound?
  • Can you blend the letter ‘a’, ‘s’, and ‘t’ sounds together to make words?
  • Can you predict what is going to happen in the story, “Pat”?
  • Can you write a sentence about bugs?
  • Can you demonstrate actions(verbs) using your hands and feet?
  • What is an Informational Text story?
  • Can you blend the letter a, m, s, p, and t to make words?
  • Can you write a story sentence?
  • Can you think of an action word?
  • Can you identify verbs in a sentence?
  • What are captions in a story?
  • How are a labdybug and ant alike?
  • How is a butterfly different than a grasshopper?
  • Which kind of bug was the boy’s favorite?
  • Can you write the words tap, Pam, sat, and map?
  • Can you predict what will happen in the story, “Tap!, Tap!, Tap!?
  • Can you answer the following comprehension questions:  Where is the family?, What does the boy see?, and What is the father pointing to?
  • Can you add more ideas to your sentence?
  • Can you edit your friend’s sentence?
  • Can you edit your own sentence?
  • Can you help to make a bug bulletin board?
  • Can you make text to text, text to self, and text to world connections?
  • What are the different genres, reading strategies, and reading skills we learned this week?
  • Can you read cvc words with the letters m,a,s,p, and t.
  • Can you present your Story Sentence to the class?

Enduring Understandings

Students will understand:

  •  Oral Vocabulary: tool, discover, defeated, fetch, rumble, materials, nature, decoration, games, world, curious, observe, attaches, process, slender
  • Phonological Awareness - recognize alliteration, onset/rime blending, count and pronounce syllables
  • Category Words - color words, shape words, movement words, movement words
  • Comprehension:
  • Connect to concept - Tools We Use, Shapes All Around Us, World of Bugs
  • Concepts of print - book handling and directionality, page turning and sentences, book handling and words
  • Genre - Informational Text, Tale, Fiction
  • Set a purpose for reading - author and illustrator
  • Reading Strategies - ask and answer questions
  • Text Features - headings, bold print, captions
  • Make connections
  • Retell and Respond
  • Reading Skills - key details
  • Guided retelling
  • Respond to Reading
  • Modeling fluency
  • Text Evidence
  • Text Connections - text to text, text to self, text to world
  • Shared Read
  • Model skills and strategies
  • Book handling
  • Concepts of Print
  • Predict
  • Read

  • Word Work
  • Phoneme Isolation - letter Pp, letter Tt
  • Handwriting -Pp, Tt, Mm, Ss, Aa
  • High Frequency Words - a, like, the, we, see
  • Phoneme Categorization - letters Pp, Tt
  • Phoneme Identity - letters  Pp, Tt
  • Phoneme Segmentation
  • Phonics - letters Pp, Tt, Mm, Ss, Aa, Pp, Tt
  • Blend words with the letters Pp, Tt, Mm, Ss, Aa
  • Dictation with the letters Pp, Tt, Mm, Ss, Aa
  • Read words with the letters Pp, Tt, Mm, Ss, Aa
  • Picture Sort - letters Pp,Tt,Mm,Ss,
  • Phoneme Identity - letter t
  • Writing
  • Traits - Share,  ideas
  • Write an explanatory Sentence - prewrite, brainstorm, draft, revise, final draft, present
  • Make a shape poster - prewrite, brainstorm, draft, revise, final draft, present
  • Write a Story Sentence - prewrite, brainstorm, draft, revise, final draft, present
  • Grammar
  • Verbs
  • Research and Inquiry
  • Make a tool belt - make a chart - make a bug bulletin board
  • Choose a topic
  • Find resources
  • Keep track of ideas
  • Create the project
  • Share information

Know

By the end of this unit, students will know:

  •  Oral Vocabulary:
  •  The definitions of tools, discover, fetch, rumble, defeated, material, nature, world, decoration, games, curious, observe, process, slender, process.
  • How to identify color words, shape words, and movement words.
  • How to recognize alliteration in a poem or story.
  • How to blend the onset and rime in words.
  • How to count and pronounce words into syllables.
  • Comprehension:
  • How to connect to the concept
  • How to correctly handle a book.
  • How to read the words in a book from left to right.
  • The characteristics of an Informational Text, Tale, and Fiction stories.
  • What an author does.
  • What an illustrator does.
  • How to ask and answer questions as they read to understand what is happening in the story.
  • How headings, bold print and captions are used in stories and why they are used in stories.
  • How to make connections to the story that is being read.
  • How to identify key details in a story by reading the text and looking at the pictures.
  • How to read with fluency.
  • How to retell a story.
  • How to find text evidence in a story.
  • How to make text to text, text to self and text to world connections.
  • How to identify the front and back covers of a book.
  • Shared Read
  • How to correctly handle a book when you read it.
  • That a sentence is made up of a group of words.
  • How to predict what will happen in a story by reading the title and looking at the illustrations.
  • How to chorally read a story with their class.
  • How to read a story starting on the left side of the book.

  • Word Work
  • The sounds of the  letters Pp, Tt, Mm,Ss, and Aa
  • How to correctly write the letters Pp, Tt, Mm, Ss, and Aa.
  • How to identify and read the words  a, like, the, we, see.
  • How to blend words with the letter p
  • How to identify the letter sounds Pp and Tt in words.
  • How to segment letter sounds in cvc words.
  • How to blend the letter sounds,t,m,p,s,a, together to make cvc words.
  • How to write cvc words that are dictated to them.
  • How to read cvc words using the letters m,p,s,a,t
  • How to blend the letters p,m,s, and a to make words.
  • How to write the letters m,a,s, and p when their sounds are dictated.
  • How to categorize different words together.
  • How to blend words with the letter t.
  • How to blend the letters t,m,a,s, and p to make words.
  • How to write the letters m,a,s,p, and t when their sounds are dictated.
  • How to read words with the letter t,m,a,s, and p.
  • How to blend words with the letters a,s, and t.
  • How to blend words with the letters a,m,s,p, and t.
  • How to do a picture sort with the letters m,s,p, and t.

  • Writing
  • How to write an explanatory sentence.
  • How to make a chart to brainstorm ideas for their explanatory sentence.
  • How to prewrite their explanatory sentence.
  • How to write a draft of their explanatory sentence.
  • How to revise their explanatory sentence.
  • How to write the final draft of their explanatory sentence.
  • How to present their explanatory sentence.
  • How to get ideas to write about is to observe our world.
  • How to make a shape poster.
  • How to make a chart to help them brainstorm ideas for their shape poster.
  • How to prewrite their shape poster.
  • How to write a draft of their shape poster.
  • How to revise their shape poster.
  • How to write the final draft of their shape poster.
  • How to present the final draft of their shape poster.
  • How to write a story sentence.
  • How to make a word web to brainstorm ideas for their story sentence.
  • How to prewrite their story sentence.
  • How to write a draft of their story sentence.
  • How to revise their story sentence.
  • How to write the final draft of their story sentence.
  • How to present their story sentence.
  • Grammar
  • That verbs are an action words.
  • How to identify verbs in a sentence.
  • Research and Inquiry
  • How to do a research project with their class (toolbelt - chart - bug bulletin board)
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to keep track of their information.
  • How to create their project.
  • How to share their project.

Do

By the end of this unit, students will be able to:  

  • Oral Vocabulary:
  • Identify the definitions of tools, discover, fetch, rumble, defeated, material, nature, world, decoration, games, curious, observe, process, slender, process.
  • Identify color words, shape words, and movement words.
  • Recognize alliteration in a poem or story.
  • Blend the onset and rime in words.
  • Count and pronounce words into syllables.
  • Comprehension:
  • Connect to the concept
  • Correctly handle a book.
  • Read the words in a book from left to right.
  • Identify the characteristics of an Informational Text, Tale, and Fiction stories.
  • Identify what an author does.
  • Identify what an illustrator does.
  • Ask and answer questions as they read to understand what is happening in the story.
  • Understand that headings, bold print and captions are used in stories and why they are used in stories.
  • Make connections to the story that is being read.
  • Identify key details in a story by reading the text and looking at the pictures.
  • Read with fluency.
  • Retell a story.
  • Find text evidence in a story.
  • Make text to text, text to self and text to world connections.
  • Identify the front and back covers of a book.
  • Shared Read
  • Correctly handle a book when you read it.
  • Understand that a sentence is made up of a group of words.
  • Predict what will happen in a story by reading the title and looking at the illustrations.
  • Chorally read a story with their class.
  • Read a story starting on the left side of the book.
  • Word Work
  • Identify the sounds of the  letters Pp, Tt, Mm,Ss, and Aa
  • Correctly write the letters Pp, Tt, Mm, Ss, and Aa.
  • Identify and read the words  a, like, the, we, see.
  • Blend words with the letter p
  • Identify the letter sounds Pp and Tt in words.
  • Segment letter sounds in cvc words.
  • Blend the letter sounds,t,m,p,s,a, together to make cvc words.
  • Write cvc words that are dictated to them.
  • Read cvc words using the letters m,p,s,a,t
  • Blend the letters p,m,s, and a to make words.
  • Write the letters m,a,s, and p when their sounds are dictated.
  • Categorize different words together.
  • Blend words with the letter t.
  • Blend the letters t,m,a,s, and p to make words.
  • Write the letters m,a,s,p, and t when their sounds are dictated.
  • Read words with the letter t,m,a,s, and p.
  • Blend words with the letters a,s, and t.
  • Blend words with the letters a,m,s,p, and t.
  • Do a picture sort with the letters m,s,p, and t.
  • Writing
  • Write an explanatory sentence.
  • Make a chart to brainstorm ideas for their explanatory sentence.
  • Prewrite their explanatory sentence.
  • Write a draft of their explanatory sentence.
  • Revise their explanatory sentence.
  • Write the final draft of their explanatory sentence.
  • Present their explanatory sentence.
  • Get ideas to write about is to observe our world.
  • Make a shape poster.
  • Make a chart to help them brainstorm ideas for their shape poster.
  • Prewrite their shape poster.
  • Write a draft of their shape poster.
  • Revise their shape poster.
  • Write the final draft of their shape poster.
  • Present the final draft of their shape poster.
  • Write a story sentence.
  • Make a word web to brainstorm ideas for their story sentence.
  • Prewrite their story sentence.
  • Write a draft of their story sentence.
  • Revise their story sentence.
  • Write the final draft of their story sentence.
  • Present their story sentence.
  • Grammar
  • Understand that verbs are an action words.
  • Identify verbs in a sentence.
  • Research and Inquiry
  • Do a research project with their class (toolbelt - chart - bug bulletin board)
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Keep track of their information.
  • Create their project.
  • Share their project.

How to of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmak Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. B. Use frequently occurring nouns and verbs.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. A. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). B. Use the most frequently occurring affixes (e.g., -ed, -s, -ing) as a clue to the meaning of an unknown word.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. C. Identify real-life connections between words and their use (e.g., note places at school that are colorful). D. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). B. Count, pronounce, blend, and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • g.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • .
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 3.Going Places

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

The children will discuss the different places they go to during the week and on weekends with family and friends.  As the children suggest places, I will invite the class to discuss how they get to those places, who they see there, and whom they go with. The children will discover that there are different rules they need to follow for the different places that they go to, as well as different sounds they may hear at these different places. They will be encouraged to discuss what they learn while they are visiting these different places.

Learning Targets

Essential Questions

Week 1:  Essential Question - What rules do we follow in different places?

  • What are the definitions of rule, cooperate, guard, prank, cooperate?
  • Why do we need to cooperate when we play sports?
  • What are some rules that you follow at school?
  • How do you hold and read a book?
  • What is a Fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the  visualizing reading strategy?
  • What rule is the dinosaur in your picture following?
  • What sound does the letter ‘Ii’ make?
  • How do you handwrite the letter ‘Ii’?
  • Can you identify the word, ‘to’?
  • What is a sentence?
  • How many parts does a sentence have?
  • Can you brainstorm names of places you go and the rules you follow there?
  • How do you write a sentence?
  • Can you rhyme words?
  • Can you name action words?
  • Can you find text evidence in the story?
  • Can you retell the story, How Do Dinosaurs Go to School?
  • Can you blend letter sounds together?
  • Can you blend words with the short ‘Ii’ sound?
  • How do you read a book?
  • What is a question mark?
  • Can you predict what will happen in the story, “Can I Pat It?”
  • Can you write a complete sentence?
  • What is a Fable story?
  • Can you make a text to text connection with the stories, “The Boy Who Cried Wolf” and “How Do Dinosaurs Go to School”?
  • Can you identify the letter ‘Ii’ sound in the middle of a word?
  • Can you blend words with the letters i, m, a, s, t, and p?
  • Can you sort letter a and letter i words?
  • Can you brainstorm about rules you follow at home?
  • Can you use the sentence frame to make a draft of your sentence?
  • Can you identify rhyming words?
  • What is an Informational Text story?
  • What is the text feature:  lists, and how is it used in a story?
  • How does a crossing guard keep us safe?
  • What are some rules you should follow to stay safe on your way home from school?
  • Can you make connections between the reading selections that were read this week?
  • Can you write letters of the sounds that are dictated to you?
  • Can you write the words that are dictated to you?
  • Can you read the sight word ‘to’?
  • What is the title page in a book?
  • Can you predict what will happen in the story, “Tim Can Tip It?”
  • Can you revise your sentence?
  • Can you edit your partner’s sentence?
  • Can you write the final draft of your sentence?
  • What does every sentence start with?
  • What does every sentence end with?
  • Can you write a book about rules?
  • Can make text to text, text to self, and text to world connections with the reading selections from this week?
  • Can you share the different genres, strategies, and skills that you have learned about this week?
  • Can you present your sentence to the class?

Week 2: Essential Questions - What are the different sounds we hear?

  • What sound does the horn on the bus make?
  • What are the definitions of listen, volume, exclaimed, chat, familiar?
  • How do you hold your book when you read it?
  • Why do you need spaces in between words?
  • What is a Fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the visualizing reading strategy?
  • What were some of the sounds that were in the book, Clang! Clang! Beep! Beep! Listen to the City?
  • Can you make connections between Listen to the City and the Essential Question?
  • What sound does the letter ‘Nn’ make?
  • How do you write the letter ‘Nn’?
  • Can you read the sight word ‘and’?
  • What can you write about in your sentence?
  • Can you write a personal narrative sentence?
  • Can you brainstorm about different sounds that you hear when you are outdoors, in school, and at home?
  • What is a sentence?
  • Can you identify a sentence?
  • Can you name sound words?
  • Can you identify key details in the story, Clang! Clang! Beep! Beep! Sounds of the City?
  • Can you retell the story, Clang! Clang, Beep!, Beep! Sounds of the City?
  • Can you blend letter sounds together to make words?
  • Can you identify the letter, ‘Nn’ in different words?
  • Can you make a chart of the different sounds that you hear at school?
  • Can you make text to text, text to self and text to world connections with the reading selections from this week?
  • Can you read cvc word with the letters a,i, p,n,t, and m?
  • Can you write cvc words with the letters a,m,s,n,t,i, and p?
  • Can you present your personal narrative sentence?

Week 3:  Essential Question - What places do you go to during the week?

  • Where did the person in the poem go after leaving the market?
  • What are the definitions of routine, neighborhood,local, intelligent, volunteer?
  • Can you name a place where you like to go in your town?
  • What is one place you went over the weekend?
  • How do you read a book?
  • What makes up a sentence?
  • What is a Fantasy story?
  • Where is the title of the story?
  • What does the author do?
  • What does the illustrator do?
  • What is the visualizing reading strategy?
  • Can you make a connection between the story, Please Take Me for a Walk and the essential question?
  • What sound does the letter ‘Kk’  and the letter ‘Cc’ make?
  • How do you write the letter, ‘Cc’?
  • Can you identify the sight word, “go”?
  • What can you write your sentence about?
  • Can you write and opinion sentence?
  • Can you brainstorm about some of the places you go to during the week?
  • How do you write a sentence?
  • What might you buy at a market?
  • How many syllables are in a word?
  • Can you name sequence words?
  • Can you name the character, setting and events in a story?
  • Can you retell the story, Please Take Me for a Walk?
  • Can you blend letters together to make cvc words?
  • Can you blend words with the letters ‘c’ and ‘k’?
  • Can you predict what will happen in the story, “We go to See Nan”?
  • Can you answer the following questions, ‘What does Cam like to do at the bookstore?, What are the sister and brother looking at?, and What is the cat looking at?
  • Can you profeed a sentence?
  • Can you put the correct ending mark at the end of a sentence?
  • What is an Informational Text story?
  • Can you make connections between the story, “Field Trips”, and the story, Please Take Me for a Walk?
  • Can you identify words that begin with the letter Kk/Cc?
  • Can you sort photo cards by their initial sounds (k or n)?
  • What does a question sentence end with?
  • How do you use the map key in a story?
  • Where can you go to play with friends?
  • What can you do at the library?
  • Can you make connections between all of the stories that were read this week?
  • Can you blend words with the letters c,p,t,n and a?
  • Can you write the letters of the sounds that are dictated to you?
  • What is a period?
  • Can you predict what will happen in the story, “Can We Go?”
  • Can you revise your opinion sentence?
  • Can you write the final draft of your opinion sentence?
  • Can you help make a class book about the places you go during the week?
  • Can you make text to self, text to text and text to world connections with the reading selections from this week?
  • Can you share the different genres, reading strategies, and skills that you have learned this week?
  • Can you segment cvc words?
  • Can you read words with short a, c,n,p, and t?
  • Can you present your opinion sentence to the class?

Enduring Understandings

Students will understand:

  • Oral Vocabulary:  rule, cooperate, guard, prank, responsible, listen, volume, exclaimed, chat, familiar, routine, neighborhood, local, intelligent, volunteer
  • Phonological Awareness - recognize rhyme, onset/rime blending, count and pronounce syllables
  • Category Words - action words, sound words, sequence words
  • Comprehension: 
  • Concepts of print - book handling, directionality and word spacing, directionality and sentences
  • Genres - Fantasy, Fable, Informational Text, Fiction
  • Set a Purpose for Reading - author and illustrator
  • Reading Strategies - Visualize
  • Text Features - lists, captions, map
  • Make Connections
  • Retell and respond
  • Reading Skills - key details, character, setting, events
  • Guided Retelling
  • Respond to Reading
  • Modeling Fluency
  • Text Evidence
  • Text Connections - text to text, text to self, text to world

  • Shared Read
  • Model skills and strategies
  • Book handling
  • Concepts of print
  • Predict
  • Read
  • Word Work
  • Phoneme Isolation - letters Ii, Nn, Kk/Cc
  • Handwriting - letters Ii, Nn, Cc
  • High Frequency Words - to, and, go
  • Phoneme Categorization- Ii,Nn
  • Phoneme Identity - i, n, c/k
  • Phoneme Segmentation
  • Phonics
  • Blend words with letters - i,a,m,s,t,p - n,a,i,t,p - k/c,p,n,t,s,m,a
  • Dictations with letters - i,s,p,t,m,a - n,t,m,a,i,p - k,n,i,t,p,s,a,m
  • Read words with letters - a,i,p,n,t,m - a,c,n,p,t
  • Picture sorts - letters i,n
  • Writing
  • Trait - sentence fluency
  • Write a sentence - prewrite, brainstorm, draft, revise, final draft, present
  • Write a personal narrative sentence - prewrite, brainstorm, draft, revise, final draft, present
  • Write an opinion sentence - prewrite, brainstorm, draft, revise, final draft, present
  • Grammar
  • Sentences
  • Research and Inquiry
  • Make a School Rule Book - Make a Sound Chart - Make a Class Book
  • Choose a topic
  • Find resources
  • Keep track of ideas
  • Create the project
  • Share the information

Know

By the end of this unit, students will know:

Oral Vocabulary:

  • The definitions of rule, cooperate, guard, prank, responsible, listen, volume, exclaimed, chat, familiar, routine, neighborhood, local, intelligent, and volunteer.
  • How to identify action words, sound words, and sequence words.
  • How to break words into syllables.
  • How to  recognize rhyme in a story.
  • How to blend the onset and rime of a word.
  • How to count and pronounce syllables.

Comprehension

  • How to handle a book.
  • How to read words in a book from left to right.
  • The characteristics of Fantasy, Gable, Informational Text genres.
  • What an author does.
  • What an illustrator does.
  • How to ask and answer questions as they read to understand what is happening in the story.
  • Make connections to the story that is being read.
  • How to recognize rhyming words.
  • How to visualize what is happening in a story.
  • How to identify key details in a story.
  • How to retell a story.
  • How to read a story with fluency.
  • How to make connections to the story that is being read.
  • How to identify and use lists in a story.
  • How to find text evidence in a story.
  • How to make text to text, text to self, and text to world connections.
  • How words are separated by spaces.
  • How to use captions in a story.
  • How a period is used at the end of a sentence.
  • How a period tells us a sentence is over.
  • How to identify the characters, setting, and events in a story.
  • How to use a map and a map key in a story.

Shared Read

  • How to hold a book when reading a story.
  • How to use a question mark at the end of a question sentence.
  • How to predict what will happen in a story after reading the title and looking at illustrations.
  • How to use the title page in a book.
  • How a period is used at the end of a sentence.
  • How a period tells us a sentence is over.

Word Work

  • The sounds of the letters Ii, Nn, and Cc/Kk,.
  • How to correctly write the letters Nn, Cc, and Ii.
  • How to identify and read the words to, and, go.
  • How to blend words with the short i.
  • How to identify the letter i sound in different words.
  • How to blend words with the short i,m,s,t, and p.
  • How to do a picture sort with the letters a and s.
  • How to blend letter sounds together to make words.
  • How to blend words with the short i, a,s,p,and t
  • How to write the letters i,s,p,t,m, and a when their sounds are dictated.
  • How to categorize words according to their beginning sound.
  • How to blend words with the short i,a,s,p, and t.
  • How to identify the short i sound in a word.
  • How to identify the n sound in a word.
  • How to blend words with the letter n.
  • How to blend words with the letter short a, i,t,p, and n.
  • How to do a picture sort with the letter n at the beginning of a word and the letter n at the end of a word.
  • How to write the letters n,t,m,a,i,s, and p when their letter sounds are dictated.
  • How to read words with the letters a,i,p,n,t, and m.
  • How to identify the c/k sound in a word.
  • How to blend words with the letter c/k.
  • How to blend words with the letters c,p,,n,t,s,m, and a.
  • How to do a picture sort with the letters c and n.
  • How to blend words with the letters c,p,t,n, and s.
  • How to write the letters k,n,i,t,p,s,a, and m when their sounds are dictated.
  • How to read words with the short a,c,n,p, and t.

  • Writing
  • That a sentence is a group of words that is a complete thought.
  • That a sentence has 2 parts.
  • How to write their own sentence.
  • How to brainstorm ideas to write about.
  • How writing a sentence can share their ideas with others.
  • How to pre-write their sentence.
  • How to make a draft of their sentence.
  • How to revise their sentence.
  • How to present their sentence to the class.
  • How you can write a sentence about what you observe.
  • How to write a personal narrative.
  • How to make a three column chart to brainstorm ideas for their personal narrative.
  • How to prewrite their personal narrative.
  • How to write a draft of their personal narrative.
  • How to revise their personal narrative.
  • How to write the final draft of their personal narrative.
  • How to present their personal narrative.
  • How to write an opinion sentence.
  • How to make a list to brainstorm ideas for their opinion sentence.
  • How to prewrite their opinion sentence.
  • How to write a draft of their opinion sentence.
  • How to revise their opinion sentence.
  • How to write the final draft of their personal narrative.
  • How to present their personal narrative.
  • Grammar
  • How a sentence starts with an uppercase letter.
  • How a sentence ends with an ending mark.
  • How a sentence is a group of words that tells about someone or something doing an action.
  • How a sentence has a noun and an action word in it.
  • How a sentence is a complete thought.
  • How some sentences ask a question.
  • How a question sentence ends with a question mark.
  • Research
  • How to make a school rule book, chart of different sounds they hear at school, class book.
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to use lists and drawings to keep track of their ideas for the research project.
  • How to create the school rule, chart, and class book.
  • How to share their research project.

Do

By the end of this unit, students will be able to:

  • Oral Vocabulary:
  • Identify the definitions of rule, cooperate, guard, prank, responsible, listen, volume, exclaimed, chat, familiar, routine, neighborhood, local, intelligent, and volunteer.
  • Identify action words, sound words, and sequence words.
  • Break words into syllables.
  • Recognize rhyme in a story.
  • Blend the onset and rime of a word.
  • Count and pronounce syllables

  • Comprehension
  • Correctly handle a book.
  • Read words in a book from left to right.
  • Identify the characteristics of Fantasy, Gable, Informational Text genres.
  • Understand that the author writes the story.
  • Understand that the illustrator draws the picture in the story.
  • Ask and answer questions as they read to understand what is happening in the story.
  • Make connections to the story that is being read.
  • Recognize rhyming words.
  • Visualize what is happening in a story.
  • Identify key details in a story.
  • Retell a story.
  • Read a story with fluency..
  • Identify and use lists in a story.
  • Find text evidence in a story.
  • Make text to text, text to self, and text to world connections.
  • Know that words are separated by spaces.
  • Use captions in a story.
  • Know a period is used at the end of a sentence.
  • Know a period tells us a sentence is over.
  • Identify the characters, setting, and events in a story.
  • Use a map and a map key in a story.

  • Shared Read
  • Correctly hold a book when reading a story.
  • Use a question mark at the end of a question sentence.
  • Predict what will happen in a story after reading the title and looking at illustrations.
  • Use the title page in a book.
  • Know a period is used at the end of a sentence.
  • Know that a period tells us a sentence is over.

  • Word Work
  • The sounds of the letters Ii, Nn, and Cc/Kk,.
  • Correctly write the letters Nn, Cc, and Ii.
  • Identify and read the words to, and, go.
  • Blend words with the short i.
  • Identify the letter i sound in different words.
  • Blend words with the short i,m,s,t, and p.
  • Do a picture sort with the letters a and s.
  • Blend letter sounds together to make words.
  • Blend words with the short i, a,s,p,and t
  • Write the letters i,s,p,t,m, and a when their sounds are dictated.
  • Categorize words according to their beginning sound.
  • Blend words with the short i,a,s,p, and t.
  • Identify the short i sound in a word.
  • Identify the n sound in a word.
  • Blend words with the letter n.
  • Blend words with the letter short a, i,t,p, and n.
  • Do a picture sort with the letter n at the beginning of a word and the letter n at the end of a word.
  • Write the letters n,t,m,a,i,s, and p when their letter sounds are dictated.
  • Read words with the letters a,i,p,n,t, and m.
  • Identify the c/k sound in a word.
  • Blend words with the letter c/k.
  • Blend words with the letters c,p,,n,t,s,m, and a.
  • Do a picture sort with the letters c and n.
  • Blend words with the letters c,p,t,n, and s.
  • Write the letters k,n,i,t,p,s,a, and m when their sounds are dictated.
  • Read words with the short a,c,n,p, and t.

  • Writing
  • Understand that a sentence is a group of words that is a complete thought.
  • Understand that a sentence has 2 parts.
  • Write their own sentence.
  • Brainstorm ideas to write about.
  • Understanding how writing a sentence can share their ideas with others.
  • Pre-write their sentence.
  • Make a draft of their sentence.
  • Revise their sentence.
  • Present their sentence to the class.
  • Understand how you can write a sentence about what you observe.
  • Write a personal narrative.
  • Make a three column chart to brainstorm ideas for their personal narrative.
  • Prewrite their personal narrative.
  • Write a draft of their personal narrative.
  • Revise their personal narrative.
  • Write the final draft of their personal narrative.
  • Present their personal narrative.
  • Write an opinion sentence.
  • Make a list to brainstorm ideas for their opinion sentence.
  • Prewrite their opinion sentence.
  • Write a draft of their opinion sentence.
  • Revise their opinion sentence.
  • Write the final draft of their personal narrative.
  • Present their personal narrative.

  • Grammar
  • Understand that a sentence starts with an uppercase letter.
  • Understand that a sentence ends with an ending mark.
  • Understand that a sentence is a group of words that tells about someone or something doing an action.
  • Understand that a sentence has a noun and an action word in it.
  • Understand that a sentence is a complete thought.
  • Understand that some sentences ask a question.
  • Understand that a question sentence ends with a question mark.
  • Research
  • Do a research project with their class (school rule book, chart of different sounds they hear at school, class book).
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Use lists and drawings to keep track of their ideas for the research project.
  • Share their research project.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Print many upper- and lowercase letters. D. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize the first word in a sentence and the pronoun I. B. Recognize and name end punctuation. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5.  C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.1. Demonstrate understanding of the organization and basic features of print. A. Follow words from left to right, top to bottom, and page by page.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. B. Count, pronounce, blend, and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 4. Around the Neighborhood

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

The children will be asked to think of all the places they go in and around their neighborhood.these places could include school, the post office, and places of worship, among others.  The children will also discuss the people that have jobs in these places and the kinds of work they do.  Then they will be asked to describe places in their neighborhood where people volunteer.  At the end of the unit the children should have an understanding about the people and places in their neighborhood.

Learning Targets

Essential Questions

 

Week 1:  Essential Question:  What do people use to do their jobs?

  • What tool did the firefighters use in the poem?
  • What are the definitions of equipment, uniform, utensils, expect, remain?
  • How do equipment and uniforms help community workers?
  • What kinds of shoes do you wear when you play outside?
  • What is an Informational Text story?
  • What is the job of the author?
  • What is the reading strategy asking and answering questions?
  • Can you make connections to the story, Whose Shoes?
  • What sound does the letter ‘Oo’ make?
  • How do you write the letter ‘Oo’?
  • Can you read the word, ‘you’?
  • Can you write a descriptive sentence?
  • What is an adjective?
  • What other kinds of equipment do firefighters use?
  • Can you identify job words?
  • Can you identify key details in the pictures and text of the story, Whose Shoes?
  • Can you find text evidence in the story, Whose Shoes?
  • Can you retell the story, Whose Shoes?
  • Can you hear the letter ‘Oo’ sound in different words?
  • Can you blend words with the letter ‘Oo’?
  • Do you know how to hold a book when you are reading it?
  • Can you predict what will happen in the story, “Tom on Top!”?
  • Can you point to each word as you read it?
  • Can you add details to your writing?
  • What is a Tale story?
  • Can you make connections between the story, “Little Juan and the Cooking Pot”’ and Whose Shoes?
  • Can you blend letter sounds together to make words?
  • Can you blend the letter sounds o,n,p,t,c,a  together to make words?
  • Can you sort letter ‘a’ and letter ‘o’ words?
  • Can you brainstorm ideas for your descriptive sentence?
  • Can you write a draft of your descriptive sentence?
  • What kind of shoes do clowns wear to do their job in Whose Shoes?
  • What is Little Juan supposed to borrow from his grandmother?
  • What does Little Juan expect the pot to do?
  • What do labels do in a story?
  • How do hoses help firefighters?
  • Why do mechanics need tools?
  • Can you make connections that were read this week?
  • Can you write letters whose sounds are dictated to you?
  • When you read a story can you do speech to print matching?
  • When you read can you change your voice in different ways? (intonation)
  • Can you revise your descriptive sentence?
  • Can you write the final draft of your descriptive sentence?
  • Can you make a job board with your classmates?
  • Can you find resources for your job board?
  • Can you make text to text, text to self and text to world connections?
  • Can you read words with the letters o,a,c,m,p, and t?
  • Can you write words that are dictated using the letters k,n,i,o,p,s,m, and a?
  • Can you present your descriptive sentence?

Week 2:  Essential Question - Who are your neighbors?

  • Where might you find a pinata in your neighborhood?
  • What are the definitions of cultures, appreciate, proud, tradition, prefer?
  • What fun treats can you get in your neighborhood?
  • How do you read  the words in a book?
  • What is a Fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the asking and answering reading strategy?
  • Can you make connections to the story, What Can You Do With a Paleta?
  • What sound does the letter ‘Dd’ make?
  • How do you write the letter ‘Dd’?
  • Can you read the word ‘do’?
  • Can you choose the right words to describe things?
  • Can you write a menu?
  • Can you brainstorm what foods would be on the menu?
  • What is an adjective?
  • Can you identify an adjective in a sentence?
  • Can you name some food words?
  • What are the characters, setting, and events in the story, What Can You Do With a Paleta?
  • Can you find the text evidence in the story, What Can You Do With a Paleta?
  • Can you retell the story, What Can You Do With a Paletta?
  • Can you blend letter sounds together to make words?
  • Can you identify the letter ‘d’ in words?
  • Can you blend words with the letter ‘d’?
  • Can you use your finger and track the print in a story as you read it?
  • Can you predict what will happen in the story, “Sid”?
  • Can you answer comprehension questions from the story, “Sid”?
  • What is an Informational Text story?
  • Can you make connections between the stories “Cultural Festivals” and What Can You Do With a Paleta?
  • Can you blend letter sounds together to make words?
  • Can you blend the letters d,a,i,m,p,s,t and n to make words?
  • Can you prewrite your menu?
  • Can you write a draft of your menu?
  • Can you identify adjectives in a sentence?
  • Can you break a sentence up into its words?
  • What is environmental print?
  • Can you segment the sounds in cvc words?
  • Can you write the letters whose sounds are being dictated?
  • Can you track the print with your finger when you read?
  • Can you change the tone of your voice when you read different sentences?
  • Can you revise your menu?
  • Can you write a final draft of your menu?
  • Can you make a display research project with your peers?
  • Can you choose a topic for your display?
  • Can you find resources for your display?
  • Can you make text to text, text to self, and text to world connections/
  • Can you segment letter sounds in words?
  • Can you read words with letters d,a,i,m,n,p, and s?
  • Can you present your menu to the class?

Week 3:  Essential Questions - How can people help to make your community better?

  • How do trains and railroads help communities?
  • What are the definitions of community, improve, harvest, quarrel, confused?
  • What workers help your community?
  • What is an Informational Text story?
  • What is the right way to read a story?
  • Can you ask and answer questions in the story, Roadwork, to better understand the text?
  • Can you make connections to the story, Roadwork?
  • What sounds do the letters i,n,,k/c make?
  • Can you correctly write the letters c,d,i,n,and o?
  • Can you read, spell, and write the word - and, do, go, to, and you?
  • Can you write an expository sentence?
  • Can you write a sentence about a worker in your community?
  • Can you brainstorm a list of community workers and how they help to make their community better?
  • What is an adjective?
  • Can you identify the adjective in the sentence?
  • How can we change the railroad song to be about building road for cars?
  • Can you recognize rhyming words?
  • Can you name some position words?
  • Can you find key details in a story by looking at the illustrations?
  • Can you find the text evidence in the story, Roadwork?
  • Can you retell the story, Roadwork?
  • Can you blend letter sounds together to make words?
  • Can you identify the sounds of the letters ‘Oo’ and ‘Dd’?
  • Can you blend words with the letters i,o,n,d?
  • What kind of a letter does a sentence start with?
  • Can you track the print in a story with your finger as you read?
  • Can you predict what will happen in the story, “I Can, You Can?”
  • Where does this story take place? (I Can, You Can)
  •  What is the child doing? (I Can You Can)
  • Why is everyone happy? (I Can You Can)
  • What is a Fable story?
  • Can you make connections between the stories “The Bundle of Sticks” and Roadwork?
  • Can you identify the sounds of the letters - i,o,n,k/c,d?
  • Can you blend the letters i,o,n,c,d,t, to make words?
  • Can you sort pictures that begin with the letter ‘d’ with pictures that begin with the letter ‘n’?
  • Can you sort pictures that have the letter ‘i’ in it with pictures that have the letter ‘o’ in it?
  • Can you write a draft of your expository sentence?
  • How are the workers in the railroad song like the workers in the book Roadwork?
  • What did the children quarrel about at the beginning of the story, “The Bundle of Sticks”?
  • What did the class decide to do to improve the community in the story, “The Bundle of Sticks?”
  • What do captions do in a story?
  • Can you segment letter sounds in words?
  • Can you blend words with the letters a,i,o,n,c,d,p,t?
  • Can you write the letters of the sounds that are being dictated?
  • How should you read stories?
  • Can you revise your expository sentence?
  • Can you write the final draft of your expository sentence?
  • Can you make a community plan with your classmates?
  • Can you make text to text, text to self, and text to world connections?
  • Can you read words with the letters i,o,n,s,d,p, and t in it?
  • Can you present your expository sentence?

Enduring Understandings

Students will understand:

  • Oral Vocabulary - equipment, uniform, utensils, expect, remained, cultures, appreciate, proud, tradition, prefer, community, improve, harvest, quarrel, improve
  • Category Words - job words, food words, position words
  • Onset/Rime Segmentation - sentence segmentation - recognize rhyme

  • Comprehension
  • Concepts of print, match speech to print, directionality
  • Genre - Informational text, Tale, Fiction, Fable
  • Set a purpose for reading - author, illustrator
  • Reading Strategies - ask and answer questions
  • Make connections
  • Retell and Respond
  • Reading Skills - key details, character settings events
  • Text Evidence
  • Guided Retelling
  • Text Features- labels, environmental print, captions
  • Text Connections - text to text, text to self, text to world
  • Model Fluency
  •  Respond to Reading
  • Shared Read
  • Model skills and strategies - book handling, concepts of print, predict, read, reread
  • Fluency - intonation, expression

  • Word Work
  • Phoneme Isolation -Letters ‘Oo’ and ‘Dd
  • Handwriting - letters ‘Oo’ and ‘Dd’ and review letters c,d,i,n,and o.
  • High Frequency words - you , do, and  go, to you
  • Phonics
  • Blend words with the letters - o,a,n,p,t,c,m, - d,a,i,m,n,s,t. - a,i,o,n,d,c,p,t
  • Dictation with the letters - o.k,nkiktkokakskmk - d,k,n,i,o,t, - d,n,i,o,t,s
  • Read words with the letters - o,a,c,m,p,t - d,a,i,m,n,p,s - i,o,n,d,c,d,p,t
  • Picture sorts with the letters o and i, - d and o, - c, d, and n
  • Phoneme Blending
  • Phoneme Categorization
  • Phoneme Segmentation

  • Writing
  • Shared Writing
  • Writing Trait - ideas, word choice
  • Write a descriptive sentence - prewrite, brainstorm, draft, revise, final draft present
  • Write a menu - plan, brainstorm, prewrite, draft, revise, final draft, present
  • Grammar
  • Adjectives

  • Research and Inquiry
  • Make a jobs board - make - make a community plan
  • Choose a topic
  • Find resources
  • Keep track of information
  • Create the project
  • Share information

Know

 

By the end of this unit, students will know:

Oral Vocabulary

  • The definitions of equipment, uniform, utensils, expect, remained, cultures, appreciate, proud, tradition, prefer, community, and improve.
  • How to identify job words, food words, and position words.
  • How to segment onset and rime in words.
  • How to recognize rhyming words.
  • How to segment sentences into words?

Comprehension

  • How to connect to the concept.
  • How to read the words in a book.
  • How to match the words you say in a book to the words on a page.
  • The characteristics of Informational Text, Tale, and Fable.
  • What an author does.
  • What an illustrator does.
  • How to ask and answer questions as they read to understand what is happening in the story.
  • How to make connections to the story that is being read.
  • How to identify key details in a story.
  • How to find text evidence in a story.
  • How to retell a story.
  • How to respond to the story that is being told.
  • How labels can be used in stories.
  • How to read a story with intonation.
  • How to make text to text, text to self, and text to world connections.
  • How to identify characters, setting, and events in a story.
  • How to identify environmental print in a story.

Shared Read 

  • How to hold and read a book when reading a story.
  • How to have speech to print matching when you read a book.
  • How to predict what will happen in a book by reading the title and looking at the illustration.
  • How to chorally read a story.
  • How to change their voice in different ways as they read a story (intonation).
  • How a sentence begins with a capital letter.
  • How to read a story with expression.

Word Work

  • The sound of the letters Oo, and Dd.
  • How to correctly write the letters Oo and Dd.
  • How to identify and read the words -’you’ and ‘do’.
  • How to identify the letter ‘o’ in different words.
  • How to blend words with the letter ‘o’.
  • How to blend the letters sounds ‘o,a,n,p,t,c, and m’ to make words.
  • How to sort words by their middle vowel sound using the letters ‘o and t’.
  • How to write the letters ‘o,k,n,i,t,p,a,s,and m’ when the sounds are dictated.
  • How to read using the letters ‘o,a,c,m,p,and t’.
  • How to blend words with the letter ‘Dd’.
  • How to identify the letter ‘d’ in words.
  • How to blend words with the letters ‘d,a,i,m,n,p,s, and t.’
  • How to sort words by their beginning sound using the letters ‘d and o’.
  • How to segment words into their letter sounds.
  • How to write the letters ‘d,k,n,i,o,t,and s’ when the sounds are dictated.
  • How to read words using the letters d,a,i,m,n,p, and s’.
  • The sounds of the letters ‘i,n, and k/c’.
  • How to write the letters ‘c,d,i,n, and o.’
  • How to read the words, - and, do, go, to, you.
  • How to blend words with the letters, ‘i,o,n,d,c, and t’.
  • How to identify the sounds of the letters ‘i,o,n,k/c, d’.
  • How to read words using the letters ‘i,o,n,c,d,p, and t.
  • How to do a picture sort with the letters o and i.
  • How to do a picture sort with the letters d and o.
  • How to do a picture sort with the letters o, d, and n.

Writing

  • How a writer uses details to tell their ideas.
  • How to write a descriptive sentence, a menu, and an expository sentence.
  • How to plan their descriptive sentence, a menu, and expository sentence.
  • How to brainstorm ideas about their descriptive sentence, a menu, and expository sentence.
  • How a writer uses describing words to give details.
  • How to write a draft of their descriptive sentence, menu, and expository sentence.
  • How to revise their descriptive sentence, menu, and expository sentence.
  • How to write a final draft of their descriptive sentence, menu, and expository sentence.
  • How to present to the class their descriptive sentence, menu, and expository sentence.
  • How to choose the correct words to write about their idea.

Grammar

  • That adjectives are describing words.
  • How to identify adjectives in a sentence.

Research and Inquiry

  • How to make a job board, a display, and a community plan.
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to use a list, and drawings to keep track of their ideas for their research project.

Do

By the end of this unit, students will be able to:

Oral Vocabulary

  • Identify the definitions of equipment, uniform, utensils, expect, remained, cultures, appreciate, proud, tradition, prefer, community, and improve.
  • Identify job words, food words, and position words.
  • Segment onset and rime in words.
  • Recognize rhyming words.
  • Segment sentences into words?

Comprehension

  • Connect to the concept.
  • Read the words in a book.
  • Match the words you say in a book to the words on a page.
  • Identify the characteristics of Informational Text, Tale, and Fable.
  • Identify what an author does.
  • Identify what an illustrator does.
  • Ask and answer questions as they read to understand what is happening in the story.
  • Make connections to the story that is being read.
  • Identify key details in a story.
  • Find text evidence in a story.
  • Retell a story.
  • Respond to the story that is being told.
  • Understand how labels can be used in stories.
  • Read a story with intonation.
  • Make text to text, text to self, and text to world connections.
  • Identify characters, setting, and events in a story.
  • Identify environmental print in a story.

Shared Read 

  • Hold and read a book when reading a story.
  • Have speech to print matching when they read a book.
  • Predict what will happen in a book by reading the title and looking at the illustration.
  • Chorally read a story with their class.
  • Change their voice in different ways as they read a story (intonation).
  • Know a sentence begins with a capital letter.
  • Read a story with expression.

Word Work

  • Identify the sound of the letters Oo, and Dd.
  • Correctly write the letters Oo and Dd.
  • Identify and read the words -’you’ and ‘do’.
  • Identify the letter ‘o’ in different words.
  • Blend words with the letter ‘o’.
  • Blend the letters sounds ‘o,a,n,p,t,c, and m’ to make words.
  • Sort words by their middle vowel sound using the letters ‘o and t’.
  • Write the letters ‘o,k,n,i,t,p,a,s,and m’ when the sounds are dictated.
  • Read using the letters ‘o,a,c,m,p,and t’.
  • Blend words with the letter ‘Dd’.
  • Identify the letter ‘d’ in words.
  • Blend words with the letters ‘d,a,i,m,n,p,s, and t.’
  • Sort words by their beginning sound using the letters ‘d and o’.
  • Segment words into their letter sounds.
  • Write the letters ‘d,k,n,i,o,t,and s’ when the sounds are dictated.
  • Read words using the letters d,a,i,m,n,p, and s’.
  • Identify the sounds of the letters ‘i,n, and k/c’.
  • Write the letters ‘c,d,i,n, and o.’
  • Read the words, - and, do, go, to, you.
  • Blend words with the letters, ‘i,o,n,d,c, and t’.
  • Write a final draft of their descriptive sentence, menu, and expository sentence.
  • Present to the class their descriptive sentence, menu, and expository sentence.
  • Choose the correct words to write about their idea.
  • Do a picture sort with the  letters o and i.
  • Do a picture sort with the letters d and o.
  • Do a picture sort with the letters o, d, and n.

Grammar

  • Understand that adjectives are describing words.
  • Identify adjectives in a sentence.

Research and Inquiry

  • Make a job board, a display, and a community plan.
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Use a list, and drawings to keep track of their ideas for their research project.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

RL.K.4. Ask and answer questions about unknown words in a text.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. . F. Produce and expand complete sentences in shared language activities.

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2.. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.5. Identify the front cover, back cover, and title page of a book.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.1. Demonstrate understanding of the organization and basic features of print. A. Follow words from left to right, top to bottom, and page by page. B. Recognize that spoken words are represented in written language by specific sequences of letters.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 5. Wonders of Nature

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

The children will be asked to think of places where they see plants growing.  These places may include and uncultivated, natural areas.  They may also include indoor areas - at home, in stores, and in the classroom.  The children will be encouraged to notice the wide variety of plants they see, from tiny blase of grass to tall trees.  They will discuss what all the plants have in common.  

Learning Targets

Essential Questions

Week 1:  Essential Question - What do living things need to grow?

  • What are the definitions of - require, plant, harmful, soak, and crowd?

  • What kind of plant would you like to grow?

  • What things have you seen growing in gardens in your neighborhood?

  • What is the title page in a book?
  • What is a Fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the reading strategy ‘reread’?
  • Can you make connections between the story, My Garden, and this weeks essential question?
  • What sound does the letter ‘Hh’ make?
  • How do you write the letter ‘Hh’?
  • Can you read the word, ‘my’?
  • Why do writers organize their thoughts before they write?
  • How do you write a poem?
  • What is a pronoun?
  • What do plants need to grow?
  • What is a syllable?
  • Can you count the syllables in different words?
  • What are some size words?
  • How can you use the letter ‘s’ to make nouns plural?
  • Can you name the characters, setting, and events in the story, My Garden?
  • How do you know the story, My Garden, is a fiction story?
  • Can you find text evidence in the story, My Garden?
  • Can you retell the story, My Garden?
  • Can you blend letter sounds together to make words?
  • Can you blend the letter sounds with the letter ‘h’ to make words?
  • Can you identify the characteristics of a sentence?
  • Can you predict what will happen in the story, “Hop Can Hop”?
  • How do you organize your writing?
  • Can you identify a pronoun in a sentence?
  • What is an Informational Text story?
  • Can you make connections between the stories, “Growing Plants” and My Garden?
  • Can you blend the letters - i,o,a,h,t,p,m,d - to make words?
  • Can you sort pictures according to their beginning sound using the letters ‘h’ and ‘d’?
  • Can you prewrite your poem?
  • Can you make a draft of your poem?
  • What is a poetry story?
  • What literary elements are used in a poem?
  • Can you make connections between the stories that were read this week?
  • Can you make write the letters - ‘h,i,n,k,o,d,a,t,p - when their sounds are dictated to you?
  • How you read with pace and volume?
  • Can you revise your poem?
  • Can you write the final draft of your poem?
  • Can you make a poster?
  • Can you make text to text, text to self, and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that were discussed this week?
  • Can you read words with the letters - ‘i,o,a,and h’?
  • Can you present your poem to the class?

Week 2:  Essential Question - How do living things change as they grow?

  • What does the child find?
  • What happens when the child plants the acorn in the ground?
  • What are the definitions of develop, amazing, enormous, imagine, content?
  • What amazing trees and leaves have you seen?
  • What kinds of changes have you seen in trees in your neighborhood?
  • What is the title page in a book?
  • What is the job of the author?
  • What is the job of the illustrator?
    What is the reading strategy reread?
  • Can you make connections between the story, Grand Old Tree, and the essential question of the week?
  • What sound does the letter ‘Ee’ make?
  • How do you write the letter ‘Ee’?
  • Can you read the word ‘are’?
  • How do you organize your sentence?
  • Can you write an opinion sentence about a book?
  • Can you brainstorm the names of some books?
  • What is a pronoun?
  • Can you segment and blend the onset and rime of words?
  • Can you name some tree part words?
  • How do you make a present tense verb into a past tense verb?
  • What is the main topic of the story, A Grand Old Tree?
  • How can you identify the key details in a story?
  • What are the key details in the story, A Grand Old Tree?
  • Can you find text evidence in the story, A Grand Old Tree?
  • Can you retell the story, A Grand Old Tree?
  • Can you blend words with the short ‘e’?
  • Can you track the words in a story with your finger as you read?
  • Can you predict what will happen in the story, “Ed and Ned”?
  • Can you identify a pronoun in a sentence?
  • What is a Fairy Tale Story?
  • Can you make a connection between the story, “A Pine Tree” and A Grand Old Tree?
  • What kind of animal lived in both trees?
  • Can you blend letter sounds to make words?
  • Can you blend the sounds of the letters - ‘e,m,t,h,n,s,p’ to make words?
  • Can you sort pictures using the letter ‘e’?
  • Can you prewrite your opinion sentence about a book?
  • Can you write a draft of your opinion sentence about a book?
  • Can you add -ed to a verb to change it to the past tense?
  • What is the purpose or use of a diagram in a story?
  • Can you make connections between all of the reading selections that were read this week?
  • Can you segment the different sounds is a word?
  • Can you blend the letters- ‘e,a,i,o,t,h’- into words?
  • Can you write the letters - ‘o,h,n,e,d,k,t,p,i’- when the sounds are dictated to you?
  • How do you hold a book when you are reading it?
  • How do you read a book?
  • What is the cub doing?
  • Are Ed and Ned wet? How do you know?
  • What is Ed doing now? Why?
  • How do you read a story with intonation?
  • Can you revise your opinion sentence?
  • Can you write the final draft of your opinion sentence?
  • Can you make a tree life cycle display?
  • Can you make text text, text to self, and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills we learned this week?
  • Can you read words using the letters - ‘e,n,t,s,d’?
  • Can you write you write your opinion sentence about a book?

Week 3:  Essential Question - What kinds of things grow on a farm?

  • What foods might a farmer grow?
  • What are the definitions of the words - fresh, delicious, beneath, raise, special?
  • What is your favorite kind of food?
  • What foods have you eaten that comes from a farm?
  • Can you track the print in a book when you read it?
  • Can you identify the length of a word?
  • How do you read the words in a book?
  • What is an informational text story?
  • Who writes the words in a book?
  • Who draws the pictures in a book?
  • What is the reading strategy, ‘reread’?
  • Can you make connections between the book, An Orange in January, to the essential question of the week?
  • What sound does the letter ‘Ff’ make?
  • How do you write the letter ‘Ff’ and the letter ‘Rr’?
  • Can you read the words ‘with’ and ‘he’?
  • How do writers organize their ideas when they are writing?
  • Can you write a story sentence?
  • What is a pronoun?
  • Can you identify rhyming word?
  • What are some food words?
  • What are context clues on sentence clues?
  • Can you identify the main topic of a story?
  • Where can you find details in a story?
  • Can you find the text evidence in the story, An Orange in January?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the letter ‘f’ and ‘r’?
  • Can you identify how many letters are in a word?”
  • Can you predict what will happen in the story, “Ron with Red”?
  • Can you answer comprehension questions to the story, “Ron with Red?
  • Can you answer comprehension question to the story, “Ron with Red?
  • Can you make connections between the story, An Orange in January and “Farms Around the World”?
  • Can you blend the letters - ‘i,a,e,f,r,t,n,d,p’ into words?
  • Can you sort pictures into 2 groups using the letters, ‘f’ and ‘r’?
  • Can you write a draft of your story sentences?
  • Why does an author use lists in their stories?
  • Can you make connections between all the reading passages that we went over this week?
  • Can you make additional words by adding a letter to an existing word?
  • Can you blend words using the letters - ‘e,i,a,f,r,d,p,n’?
  • Can you write the letters whose sounds have been dictated to you?
  • How do you correctly hold a book to read it?
  • How do you read a story?
  • How do you read a story with expression?
  • Can you make a fruit basket project with your classmates?
  • Can you make text to text, text to self, text to world connections?
  • Can you talk about the different genres, reading strategies, and reading skills we learned this week?
  • Can you read words using the letters - a,e,i,o,f,r,n,t,d,p?
  • Can you present your story sentence?

Enduring Understandings

Students will understand:

  • Oral Vocabulary:  require, plant, harmful, soak, crowd, develop, amazing, enormous, imagine, content, fresh, delicious, beneath, raise, special.
  • Count and blend syllables - onset/rime blending -  recognize rhyme
  • Category Words:  size words - tree parts - food words
  • Vocabulary Strategy Words:  plural s - inflectional ending ed, sentence clues
  • Comprehension:
  • Concepts of Print - title page, pronoun I, space between words, directionality, word length, print speech match
  • Genre - Fiction, Informational Text, Poetry, Fairy Tale
  • Set a purpose for reading - title, author, illustrator
  • Reading Strategy - reread
  • Make Connections
  • Reading Skills - character, setting, events, main topic, and key details
  • Text Evidence
  • Guided Retelling
  • Model Fluency
  • Literary Element - rhyme and repetition
  • Text Connections - text to text, text to self, text to world
  • Text Feature - diagram, lists
  • Shared Read
  • Model Skills and Strategies - concepts of print, predict, read, reread, spacing between words, periods, pronoun I, tracking print, how many letters in words, lengths of words.
  • Fluency - intonation, expression
  • Word Work
  • Phoneme Isolation - Hh, Ee, Ff, Rr
  • Handwriting - Hh, Ee, Ff, Rr
  • High Frequency Words - my, are, with, he
  • Phoneme Blending
  • Phonics
  • Blend with letter -h - short e - f and r
  • Blend words with the following letter groups - i,o,a,h,t,p,m,d - a,i,o,h,t,p - e,m,t,h,n - e,a,i,o,t,n - i,a,e,f,r,t,n,d,p - e,i,a,f,r,d,p,n
  • Dictation with the following letter groups - h,i,n,k,o,a,d,t,p - h,e,n,d,t,p - h,i,n,k,o,d,e - r,f,a,e,i,n,t,d - r,f,e,n,d,o,k,n,t
  • Read words with the following letter groups - i,o,a,h - e,n,s,t,d - a,e,i,o,f,r,n,d,t,p -
  • Picture sort - beginning e - middle e - letter h and letter d - letter f and letter r
  • Phoneme Categorization
  • Phoneme Segmentation
  • Phoneme Addition
  • Writing
  • Shared Writing
  • Writing trait - organization
  • Write a poem - brainstorm, prewrite, draft, revise, final draft, present
  • Write an opinion about a book - brainstorm, prewrite, draft, revise, final draft, present
  • Write a story sentence - brainstorm, prewrite, draft,revise,final draft, present
  • Grammar
  • Pronouns
  • Research and Inquiry
  • Make a poster - Make a tree life cycle display - Make a fruit basket
  • Choose a topic
  • Find resources
  • Keep track of ideas
  • Create the project
  • Present project

Know

By the end of this unit, students will know:

  • Oral Vocabulary
  • The definitions of require, plant, harmful, soak, crowd, develop, amazing, enormous, imagine, content, fresh, delicious, beneath, raise, special.
  • How to identify size words, tree words, and food words.
  • How to count and blend syllables.
  • How to blend the onset and rime in words.
  • How to recognize rhyming words.
  • How to add a plural s at the end of a word.
  • How to add ed at the end of a word to change it to the past tense.
  • How to read sentence clues.
  • Comprehension
  • How to read the title page of a book.
  • How to correctly use the pronoun ‘I’.
  • That spaces are used in between words.
  • How to read the words on a page in a book.
  • How to distinguish between different word lengths.
  • How to use your finger to  match the words you read in a book to the words that you say.
  • The characteristics of a Fiction story, Informational text story, Poetry and a Fairy Tale story.
  • How to read the title page in a book.
  • What an author does.
  • What an illustrator does.
  • How to use the rereading comprehension strategy.
  • How to make connections to the story that is being read.
  • How to identify the characters, settings and events in a story.
  • How to identify the main topic and key details in a story.
  • How to find the text evidence in a story.
  • How to retell a story.
  • How to read a story with fluency.
  • How to identify the rhyme and repetition in a poem.
  • How to make a text to text, text to self, text to world connections.
  • How to use diagrams and lists in a text.
  • Shared Read
  • How spaces are used  in between words to show where one word ends and the next word begins.
  • How periods can be used at the end of a sentence to tell where the sentence ends.
  • How to predict what will happen in a story after reading the title and looking at the illustration.
  • How an exclamation point can be used at the end of a sentence to tell where the sentence ends.
  • How to read a story with pace and volume.
  • How to read a story starting at the first word on the left and moving to the right.  
  • How to track the print in a story with your finger as you read.
  • How to read a story from left to right and top to bottom.
  • How to read a story with intonation by changing the tone of your voice.
  • How to identify how many letters are in a word.
  • How to identify the front cover and back cover in a book.
  • How to read a story with expression or feeling.
  • Word Work
  • The sounds of the letters Hh, Ee, Ff, and Rr.
  • How to correctly write the letters Hh, Ee, Ff and Rr.
  • How to identify and read the words - my, are, with, he.
  • Blend letter sounds to make words.
  • How to blend words with the letter ‘h’.
  • How to blend words with the letters i,o,a,h,t,p,m, and d.
  • How to sort pictures by identifying the beginning sound using the letters ‘h’ and ‘j’.
  • How to blend words using the letters a,i,o, h,t, and p.
  • How to write the letters h,i,n,k,o,d,a,t, and p when the sounds are dictated to them.
  • How to identify the beginning sound in different words.
  • How to read words with the letters i,o,a, and h.
  • How to blend words with the short e.
  • How to blend words with the  letters e,m,t,h,n,h,s, and p.
  • How to segment the sounds in a word,
  • How to write the letters h,n,e,d,t, and p when their sounds are dictated to them.
  • How to read words with the letters e,n,t,s,n,and d.
  • How to write the letters h,i,n,k,o,d, and e when their sounds are dictated to them.
  • How to identify the letter f in different words.
  • How to blend words with the letters f and r.
  • How to blend words with the letters i,a,e,f,r,t,n,d, and p.
  • How to add sounds to the beginning of words to make new words.
  • How to blend words with the letters e,i,a,f,r,d,p, and n.
  • How to write the letters r,f,a,e,i,n,t, and d when their sounds are dictated to them.
  • How to read words with the letters a,e,i,o,f,r,n,d,t, and p.
  • How to write the letters r,f,e,h,d,o,k,n, and i when the sounds are dictated to them.
  • How to sort pictures with the letter f and the letter r.
  • How to sort pictures with the letter beginning e and middle e.
  • How to sort pictures with the letter d and the letter h.
  • Writing
  • How writers organize their ideas when they write.
  • How to write a poem, an opinion about a book, and a story sentence.
  • How to brainstorm ideas for their poem, opinion about a book, and story sentence.
  • How to prewrite their poem, opinion about a book, and story sentence.
  • How to write a draft of their  poem, opinion about a book, and story sentence.
  • How to revise their poem, opinion about a book, and story sentence.
  • How to write a final draft of their poem, opinion about a book and story sentence.
  • How to present their poem, opinion about a book, and story sentence.
  • Grammar
  • How a pronoun is a naming words that takes the place of a noun in a sentence.
  • How to identify pronouns in a sentence.
  • How to replace a noun with the correct pronoun.
  • Research and Inquiry
  • How to make a poster, a tree life cycle, and a fruit basket display.
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to keep track of their ideas for their research project.
  • How to create the research project - poster, tree life cycle, and fruit basket.
  • How to present the research project to the class.

Do

By the end of this unit, students will be able to:

Oral Vocabulary

  • Identify the definitions of require, plant, harmful, soak, crowd, develop, amazing, enormous, imagine, content, fresh, delicious, beneath, raise, special.
  • Identify size words, tree words, and food words.
  • Count and blend syllables.
  • Blend the onset and rime in words.
  • Recognize rhyming words.
  • Add a plural s at the end of a word.
  • Add ed at the end of a word to change it to the past tense.
  • Read sentence clues.
  • Comprehension
  • Read the title page of a book.
  • Correctly use the pronoun ‘I’.
  • Identify the spaces that are used in between words.
  • Read the words on a page in a book.
  • Distinguish between different word lengths.
  • Use their finger to  match the words they read in a book to the words that they say.
  • Identify the characteristics of a Fiction story, Informational text story, Poetry and a Fairy Tale story.
  • Read the title page in a book.
  • Identify what an author does.
  • Identify what an illustrator does.
  • Use the rereading comprehension strategy.
  • Make connections to the story that is being read.
  • Identify the characters, settings and events in a story.
  • Identify the main topic and key details in a story.
  • Find the text evidence in a story.
  • Retell a story.
  • Read a story with fluency.
  • Identify the rhyme and repetition in a poem.
  • Make a text to text, text to self, text to world connections.
  • Use diagrams and lists in a text.
  • Shared Read
  • Identify the spaces that are used in between words in sentences.
  • Identify periods that are used at the end of a sentence to tell where the sentence ends.
  • Predict what will happen in a story after reading the title and looking at the illustration.
  • Identify an exclamation point that are used at the end of a sentence to tell where the sentence ends.
  • Read a story with pace and volume.
  • Read a story starting at the first word on the left and moving to the right.  
  • Track the print in a story with their finger as they read.
  • Read a story from left to right and top to bottom.
  • Read a story with intonation by changing the tone of their voice.
  • Identify how many letters are in a word.
  • Identify the front cover and back cover in a book.
  • Read a story with expression or feeling.
  • Word Work
  • Identify the sounds of the letters Hh, Ee, Ff, and Rr.
  • Correctly write the letters Hh, Ee, Ff and Rr.
  • Identify and read the words - my, are, with, he.
  • Blend letter sounds to make words.
  • Blend words with the letter ‘h’.
  • Blend words with the letters i,o,a,h,t,p,m, and d.
  • Sort pictures by identifying the beginning sound using the letters ‘h’ and ‘j’.
  • Blend words using the letters a,i,o, h,t, and p.
  • Write the letters h,i,n,k,o,d,a,t, and p when the sounds are dictated to them.
  • Identify the beginning sound in different words.
  • Read words with the letters i,o,a, and h.
  • Blend words with the short e.
  • Blend words with the  letters e,m,t,h,n,h,s, and p.
  • Segment the sounds in a word,
  • Write the letters h,n,e,d,t, and p when their sounds are dictated to them.
  • Read words with the letters e,n,t,s,n,and d.
  • Write the letters h,i,n,k,o,d, and e when their sounds are dictated to them.
  • Identify the letter f in different words.
  • Sort pictures with the letter f and the letter r.
  • Sort pictures with the letter beginning e and middle e.
  • Sort pictures with the letter d and the letter h.
  • Blend words with the letters f and r.
  • Blend words with the letters i,a,e,f,r,t,n,d, and p.
  • Add sounds to the beginning of words to make new words.
  • Blend words with the letters e,i,a,f,r,d,p, and n.
  • Write the letters r,f,a,e,i,n,t, and d when their sounds are dictated to them.
  • Read words with the letters a,e,i,o,f,r,n,d,t, and p.
  • Write the letters r,f,e,h,d,o,k,n, and i when the sounds are dictated to them.
  • Writing
  • Organize their ideas when they write.
  • Write a poem, an opinion about a book, and a story sentence.
  • Brainstorm ideas for their poem, opinion about a book, and story sentence.
  • Prewrite their poem, opinion about a book, and story sentence.
  • Write a draft of their  poem, opinion about a book, and story sentence.
  • Revise their poem, opinion about a book, and story sentence.
  • Write a final draft of their poem, opinion about a book and story sentence.
  • Present their poem, opinion about a book, and story sentence.
  • Grammar
  • Identify a pronoun as a naming words that takes the place of a noun in a sentence.
  • Identify pronouns in a sentence.
  • Replace a noun with the correct pronoun.
  • Research and Inquiry
  • Make a poster, a tree life cycle, and a fruit basket display.
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Keep track of their ideas for their research project.
  • Create the research project - poster, tree life cycle, and fruit basket.
  • Present the research project to the class.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

RL.K.4. Ask and answer questions about unknown words in a text.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

RL.K.5. Recognize common types of texts (e.g., storybooks, poems).

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. B. Use frequently occurring nouns and verbs. D. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize the first word in a sentence and the pronoun I. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.5. Identify the front cover, back cover, and title page of a book.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. B. Count, pronounce, blend, and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 6.  Weather for all Seasons

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

In this unit the children will be addressing the question, “How does weather and seasons affect us?  They will be asked to consider what the weather is generally like during each of the four seasons. They will discuss what kind of things they  do outdoors during each season and how they dress for each season.  The children will also discuss how changes in the weather and the seasons affect both people and the environment.  They will learn what plants and animals do in very hot and very cold climates, if weather can be dangerous, and what should people should do to stay in safe in bad weather.

Learning Targets

Essential Questions:

Week 1:  Essential Questions - How are the seasons different?

  • When do we see snowmen?
  • When are snowmen made?
  • What are they made from?
  • What happens to these snowmen?
  • What are the definitions of weather, seasons, migrate, active, spot?
  • What is your favorite season? Why?
  • What is a fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the reading strategy, visualize?
  • Can you make a connection between the story, Mama, Is It Summer Yet?  and the essential question of the week?
  • What sound does the letter ‘b’ make?
  • How do you write the letters ‘Bb’ and ‘Ll’?
  • Can you read the words - ‘is’ and ‘little’?
  • Can you write an opinion sentence?
  • What is a proper noun?
  • Can you segment the onset and rime in a word?
  • Can you name season words?
  • Can you use context clues or sentence clues  to determine the meaning of multiple- meaning words and unfamiliar phrases?
  • Can you identify the order or sequence in which things happen in a story?
  • Can you find the text evidence in a story?
  • Can you retell the story, Mamma, Is It Summer Yet?
  • Can you blend words using the letters, b and l?
  • What does a sentence begin with?
  • What does a sentence end with?
  • Can you count the number of sentence on a page?
  • Can you predict what will happen in the story, “Is It Hot”?
  • What is an informational text story?
  • Can you make connections between the stories, “A Tour of the Seasons” and Mamma Is It Summer Yet?
  • Can you blend letter sounds together to make words?
  • Can you blend words using the letters, b,l,a,e,i, and o?
  • Can you sort letter b pictures  and letter l pictures?
  • Can you prewrite your opinion sentence?
  • Can you brainstorm ideas for your opinion sentence?
  • Can you write a draft of your opinion sentence?
  • What is a noun?
  • What is poetry?
  • Can you make connections between all of the reading selections that were read this week?
  • Can you blend the words using the letters b,l,e,i,n, and t?
  • Can you write the letters f,r,e,d,o,b, and l when their sounds are dictated to you?
  • Can you read a story with expression?
  • Can you revise your opinion sentence?
  • Can you answer comprehension questions for the story, “Is It Hot?”
  • Can you write the final draft of your opinion sentence?
  • Can you make a seasons chart?
  • Can you make text to text, text to self, and text to world connections?
  • Can you segment the sounds in different words?
  • Can you read words using the letters b,l,a,c,d,e,i,p, and t.?
  • Can you present your opinion sentence?

Week 2: Essential question: What happens in different kinds of weather?

  • What are the definitions of predict, temperature, drought, clever, storm?
  • What is the weather like today?
  • What are quotation marks?
  • What is a sentence?
  • What is a Fantasy story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the reading strategy, visualize?
  • Can you make a connection between the story, Rain, and the essential question?
  • What sound does the letter ‘Kk’ make?
  • How do you write the letter ‘Kk’?
  • Can you read the words ‘she’ and ‘was’?
  • How do writers use their voice to show their feelings about a topic?
  • Can you write a personal narrative?
  • What is a noun?
  • Can you recognize rhyming words?
  • Can  you name some weather words?
  • Can you identify different “shades of meaning” between words and phrases?
  • Can you identify the sequence in the story, Rain?
  • Can you find the text evidence in the story Rain?
  • Can you retell the story, Rain?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the letter ‘k’?
  • Can you identify different kinds of punctuation in a story?
  • What does an exclamation point in a sentence tell us to do?
  • Can you predict what will happen in the story, "Kim and Nan?”
  • Can you identify nouns in a sentence?
  • What is a Folktale story?
  • Can you make connections between, the story “Frog and the Locust”, and Rain?
  • Can you blend words using the letters c,ck,i,l,o, and r?
  • Can you sort pictures using the letters k and ck?
  • Can you prewrite your personal narrative?
  • What do plural nouns end with?
  • What is an informational text story?
  • What are speech bubbles in a story?
  • Can you make connections between all of the reading selections that were read this week?
  • Can you segment the different sounds in a word?
  • Can you blend words using the letters k,ck,a,i,m,p,s, and t?
  • Can you write the letters b,l,f,r,t, and k when the letter sounds are dictated?
  • What type of letter does a sentence start with?
  • What does a sentence end with?
  • Can you answer comprehension questions for the story, “Kim and Nan”?
  • How do you read a story with intonation?
  • Can you write the final draft of your personal narrative?
  • Can you make a wind chart?
  • Can you make text to text, text to self and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that were discussed this week?
  • Can you read words with the letters k,ck,a,e,i, and o?
  • Can you write the letters b,l,f,r,e,k, and h when the letter sounds have been dictated?
  • Can you present your personal narrative to the class?

Week 3:  Essential Question - How can you stay safe in bad weather?

  • What are the definitions of safe, prepare, notice, celebration, enough?
  • What kind of stormy weather have you been in?
  • What is a sentence?
  • What is the purpose of a question mark?
  • What does a sentence begin with?
  • What does a sentence end with?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the reading strategy, ‘visualize’?
  • Can you identify the descriptive language in the story, Waiting Out the Storm?
  • Can you make connections between the story, Waiting Out the Storm and the essential question?
  • What sounds do the letters, e,h, and f make?
  • How do you write the letters h,e,f,r,b,l,k, and ck?
  • Can you read the words - are, he, is, little, my, she, was, with?
  • How does a writer use their “voice” to show their feelings and ideas about something?
  • Can you write a weather report?
  • What is a noun?
  • Can you recognize the alliteration in the poem, “Whether the Weather”?
  • What are some question words?
  • Can you place words into word categories?
  • What is a fiction story?
  • How can you find the key details in a story?
  • Can you find the key details in the story, Waiting Out the Storm?
  • Can you find the text evidence in the story, Waiting Out the Storm?
  • Can retell the story, Waiting Out the Storm?
  • Can you blend letter sounds together to make words?
  • What sounds do the letters r,b,l, and k make?
  • Can you blend words using the letters e,b,d,l, and r?
  • How should you read a sentence with an exclamation point at the end?
  • How should you read a story with a period at the end?
  • Can you predict what will happen in the story, “Mack and “Ben”?
  • How can a writer show how they feel?
  • Can you identify a plural noun?
  • What is a Myth story?
  • Can you make connections between the story, “Rainbow Crow” and the story, Waiting Out the Storm?
  • Can you blend words using the letters e,a,b,f,h,r, and ck?
  • Can you sort pictures using the letters b,l, and f?
  • Can you prewrite your weather report?
  • Can you brainstorm weather words for your weather report?
  • What is an Informational Text story?
  • What is the purpose of directions in a story?
  • Can you make connections between all of the stories that were read this week?
  • Can you make additional words by adding a letter to an existing word?
  • Can you blend words using the letters e,o,d,l, and k?
  • Can you write the letters h,e,f,r,b, and l when the sounds are dictated?
  • Can you answer comprehension questions from the story, “Mack and Ben”?
  • How do you read a story with expression?
  • Can you revise your weather report?
  • Can you make a final draft of your weather report?
  • Can you make a book?
  • Can you make a text to text, text to self, and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that were talked about this week?
  • Can you read words with the letters f,r,b,l,k,t, and ck?
  • Can you write the letters h,e,f,r,b, and l when the sounds are dictated to you?
  • Can you present your weather report?

Enduring Understandings

Students will understand:

  • Oral Vocabulary - weather, seasons, migrate, active, spot, predict,temperature, drought, clever, storm, safe, prepare, notice, celebration, enough
  • Phonemic Awareness - onset/rime segmentation, recognize rhyme, recognize alliteration,
  • Category Words - seasons, weather words, question words
  • Vocabulary Strategy:  context clues/sentence clues, shades of meaning, word categories/question words
  • Comprehension
  • Connect to Concept
  • Concepts of print - boundaries, sentences and quotation marks, boundaries and punctuation
  • Genre - Fiction, Informational Text, Poetry, Fantasy, Folktale, Myth
  • Set a purpose for reading - author and illustrator, speech bubbles
  • Reading strategy - visualize
  • Make Connections
  • Reading Skills - key details:sequence, key details
  • Text Evidence
  • Guided Reading
  • Literary Element - rhyme
  • Text Connections - text to text, text to self, text to world
  • Text Feature - speech bubbles, directions
  • Descriptive Language
  • Model Fluency
  • Respond to Reading
  • Becoming Readers
  • Shared Read
  • Model skills and Strategies - concepts of print, predict, read , reread
  • Fluency - expression, intonation
  • Word Work
  • Phoneme Isolation - Bb, Ll, Kk
  • Handwriting - Bb,Ll,Kk,Hh,Ee,Ff,Rr,Bb,Ll,Kk,ck
  • High Frequency Words - is, little, she, was, are, he, my with
  • Phonics - Bb,Ll,Kk,Ee,Hh,Ff,Rr,Bb,Ll,Kk
  • Blend words with letters - b,l,a.e.i.o - b,l,e,i,n,t - k,ck,i,l,o,r - k,ck,a,i,m,p,s,t - e,b,d,l,r,a,f,h,ck, e,o,d,l,ck
  • Picture sort - b and l,
  • Dictation - f,r,e,h,d,o,b,l - b,l,f,r,i,t,k,e - ,e,f,r,b,h,l
  • Read words with letters - b,l,a,c,d,e,i,p,t - c,ck,a,e,i,o -f,r,b,l,k,t,ck
  • Phoneme Blending
  • Phoneme Segmentation
  • Phoneme Identity
  • Phoneme Addition
  • Writing
  • Shared Writing
  • Writing Trait - voice
  • Write an opinion sentence - prewrite, brainstorm, draft, revise, final draft, present
  • Write a personal narrative - prewrite, brainstorm, draft, revise, final draft, present
  • Write a weather report - prewrite, brainstorm, draft, revise, final draft, present
  • Grammar
  • Proper Nouns
  • Nouns
  • Plural nouns
  • Research and Inquiry
  • Make a seasons chart - Make a wind chart - Make a book
  • Choose a topic
  • Find resources
  • Keep track of ideas
  • Create the project

 

Know

 

By the end of this unit, students will know:

  • Oral Vocabulary
  • The definitions of  weather, seasons, migrate, active, spot, predict,temperature, drought, clever, storm, safe, prepare, notice, celebration, enough.
  • How to segment the onset and rime in words
  • How to recognize rhyming words.
  • How to recognize alliteration in a passage.
  • How to identify season words, weather words, and question words.
  • How to use context clues or sentence clues for words that have more than one meaning or to understand unfamiliar phrases.
  • How words and phrases that show action can have small differences in meaning.
  • How words that have something in common can be grouped into categories.
  • Comprehension
  • How to track words when you read with your finger.
  • How to read words from left to right.
  • The characteristics of  Fiction, Informational Text, Poetry, Fantasy, Folktale, and Myth stories.
  • What an author does.
  • What an illustrator does.
  • How to visualize what is happening in a story.
  • How to respond to the story that is being read.
  • How to make connections to the story that is being read.
  • How to identify the sequence or order in which things happen in a story.
  • How to look for text evidence in a story.
  • How to retell a story.
  • How to fluently read a story.
  • How to identify rhyming words in a poem.
  • How a sentence is a complete thought.
  • How quotation marks show when a character is talking in a story.
  • How speech bubbles contain words that the character is saying.
  • How to make text to text, text to self, and text to world connections.
  • What the purpose of a question mark is.
  • How to use ending punctuation in a sentence.
  • How an author can use descriptive language in their text to make the story more interesting and fun to  read.
  • How to find important details in a story by looking at the illustrations and the text.
  • That directions in a story tell a reader what to do.
  • Shared Read
  • How to identify and count sentences in a text.
  • How a sentence begins with an uppercase letter and ends with punctuation.
  • How to predict what will happen in a story by reading the title and looking at the illustration.
  • How to chorally read a story with the class.
  • How to look at a sentence’s ending mark to determine how to read that sentence.
  • How to read a story with expression.
  • How to change your voice when you read a story to match the ending punctuation.
  • How to read a story with different expression and feeling to match the ending punctuation.
  • Word Work
  • The sounds of the letters Bb, Ll, Kk,Ee,Hh, and Ff.
  • How to write the letters Bb,Ll,Kk,Hh,Ee,Ff,Rr,ck.
  • How to read the words is, little she, was, are, he, my, with.
  • How to identify the letter b and the letter l in different words.
  • How to blend words with the letter b and the letter l.
  • How to blend letter sounds together to make words.
  • How to blend the sounds of the the letters b,l,a,e,i, and o to make words.
  • How to do a picture sort with the letters b and l.
  • How to blend the sounds of the letters  b,l,e,i,n, and t to make words.
  • How to write the letters f,r,e,h,d,o,b, and l when their sounds are dictated.
  • How to segment the letter sounds in different words.
  • How to read words using the letters b,l,a,c,d,e,i,p, and t.
  • How to blend words with the letters k and ck.
  • How to blend words with the letters k,ck,,i,l,o, and r.
  • How to do a picture sort with the letter k.
  • How to blend words with the letters s,ck,a,i,m,p,s, and t.
  • How to write the letters b,l,f,r,e,i,t, and k when their sounds are dictated.
  • How to read words using the letters c,ck,a,r,i, and o.
  • How to blend words with the letters e,b,d,l, and r.
  • How to blend words with the letters e,a,b,f,h,r, and ck.
  • How to add a letter to the beginning of a word to make another word.
  • How to blend words with the letters e,o,d,l, and ck.
  • How to write the letters h,e,f,r,b, and l when their sounds are dictated.
  • How to read words using the letters f,r,b,l,k,t, and ck.
  • Writing
  • How writers can write about how they feel about something.
  • How to write an opinion sentence.
  • How to brainstorm ideas for their opinion sentence.
  • How to prewrite an opinion sentence.
  • How to write a draft of their opinion sentence.
  • How to revise their opinion sentence.
  • How to write the final draft of their opinion sentence.
  • How to present their opinion sentence to the class.
  • How authors can show how they feel about something with the words the choose.
  • How to write a personal narrative.
  • How to brainstorm ideas for their personal narrative by making a word web.
  • How to prewrite their personal narrative.
  • How to write a draft of their personal narrative.
  • How to write the final draft of their personal narrative.
  • How to present their personal narrative to the class.
  • How a writer uses their voice to show their feelings and ideas about something.
  • How to write a weather report.
  • How to brainstorm ideas  for their weather report by making lists.
  • How to prewrite their weather report.
  • How to write a draft of their weather report.
  • How to write the final draft of their weather report.
  • How to present their weather report to the class.
  • Grammar
  • How the name of people and places are called proper noun.
  • How to identify proper nouns in a sentence.
  • How a noun is a person place or thing.
  • How to identify nouns in a sentence.
  • How to add s or es to make a noun plural.
  • Research and Inquiry
  • How to make a seasons chart, a wind chart, and a book.
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to keep track of their ideas for their research project.
  • How to create the research project - poster, tree life cycle, and fruit basket.
  • How to present the research project to the class.

Do

By the end of this unit, students will be able to:

  • Oral Vocabulary
  • Identify the definitions of  weather, seasons, migrate, active, spot, predict,temperature, drought, clever, storm, safe, prepare, notice, celebration, enough.
  • Segment the onset and rime in words
  • Recognize rhyming words.
  • Recognize alliteration in a passage.
  • Identify season words, weather words, and question words.
  • Use context clues or sentence clues for words that have more than one meaning or to understand unfamiliar phrases.
  • Understand how words and phrases that show action can have small differences in meaning.
  • Understand how words that have something in common can be grouped into categories.
  • Comprehension
  • Track words when you read with your finger.
  • Read words from left to right.
  • Identify the characteristics of  Fiction, Informational Text, Poetry, Fantasy, Folktale, and Myth stories.
  • Identify what an author does.
  • Identify what an illustrator does.
  • Visualize what is happening in a story.
  • Respond to the story that is being read.
  • Make connections to the story that is being read.
  • Identify the sequence or order in which things happen in a story.
  • Look for text evidence in a story.
  • Retell a story.
  • Fluently read a story.
  • Identify rhyming words in a poem.
  • Identify a sentence as a complete thought.
  • Identify how quotation marks show when a character is talking in a story.
  • Understand how speech bubbles contain words that the character is saying.
  • Make text to text, text to self, and text to world connections.
  • Understand the purpose of a question mark is.
  • Use ending punctuation in a sentence.
  • Understand how an author can use descriptive language in their text to make the story more interesting and fun to  read.
  • Find important details in a story by looking at the illustrations and the text.
  • Understand that directions in a story tell a reader what to do.
  • Shared Read
  • Identify and count sentences in a text.
  • Understand a sentence begins with an uppercase letter and ends with punctuation.
  • Predict what will happen in a story by reading the title and looking at the illustration.
  • Chorally read a story with the class.
  • Look at a sentence’s ending mark to determine how to read that sentence.
  • Read a story with expression.
  • Change their voice when they read a story to match the ending punctuation.
  • Read a story with different expression and feeling to match the ending punctuation.
  • Word Work
  • Identify the sounds of the letters Bb, Ll, Kk,Ee,Hh, and Ff.
  • Write the letters Bb,Ll,Kk,Hh,Ee,Ff,Rr,ck.
  • Read the words is, little she, was, are, he, my, with.
  • Identify the letter b and the letter l in different words.
  • Blend words with the letter b and the letter l.
  • Blend letter sounds together to make words.
  • Blend the sounds of the the letters b,l,a,e,i, and o to make words.
  • Do a picture sort with the letters b and l.
  • Blend the sounds of the letters  b,l,e,i,n, and t to make words.
  • Write the letters f,r,e,h,d,o,b, and l when their sounds are dictated.
  • Segment the letter sounds in different words.
  • Read words using the letters b,l,a,c,d,e,i,p, and t.
  • Blend words with the letters k and ck.
  • Blend words with the letters k,ck,,i,l,o, and r.
  • Do a picture sort with the letter k.
  • Blend words with the letters s,ck,a,i,m,p,s, and t.
  • Write the letters b,l,f,r,e,i,t, and k when their sounds are dictated.
  • Read words using the letters c,ck,a,r,i, and o.
  • Blend words with the letters e,b,d,l, and r.
  • Blend words with the letters e,a,b,f,h,r, and ck.
  • Add a letter to the beginning of a word to make another word.
  • Blend words with the letters e,o,d,l, and ck.
  • Write the letters h,e,f,r,b, and l when their sounds are dictated.
  • Read words using the letters f,r,b,l,k,t, and ck.
  • Writing
  • Understand how writers can write about how they feel about something.
  • Write an opinion sentence.
  • Brainstorm ideas for their opinion sentence.
  • Prewrite an opinion sentence.
  • Write a draft of their opinion sentence.
  • Revise their opinion sentence.
  • Write the final draft of their opinion sentence.
  • Present their opinion sentence to the class.
  • Understand how authors can show how they feel about something with the words the choose.
  • Write a personal narrative.
  • Brainstorm ideas for their personal narrative by making a word web.
  • Prewrite their personal narrative.
  • Write a draft of their personal narrative.
  • Write the final draft of their personal narrative.
  • Present their personal narrative to the class.
  • Understand how a writer uses their voice to show their feelings and ideas about something.
  • Write a weather report.
  • Brainstorm ideas  for their weather report by making lists.
  • Prewrite their weather report.
  • Write a draft of their weather report.
  • Write the final draft of their weather report.
  • Present their weather report to the class.
  • Grammar
  • Understand how the name of people and places are called proper noun.
  • Identify proper nouns in a sentence.
  • Identify a noun is a person place or thing.
  • Identify nouns in a sentence.
  • Add s or es to make a noun plural.
  • Research and Inquiry
  • Make a seasons chart, a wind chart, and a book.
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Keep track of their ideas for their research project.
  • Create the research project - poster, tree life cycle, and fruit basket.
  • Present the research project to the class.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

.

RL.K.4. Ask and answer questions about unknown words in a text.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

.

RL.K.5. Recognize common types of texts (e.g., storybooks, poems).

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.. B. Use frequently occurring nouns and verbs. C. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.. B. Recognize and name end punctuation. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.5. Identify the front cover, back cover, and title page of a book.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. B. Count, pronounce, blend, and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 7.  The Animal Kingdom.

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

In this unit the children are going to talk about different kinds of animals.  They will be asked to name some animals including household pets, other domestic animals and livestock, and wild animals.  The children will think and discuss how these types of animals are alike and how they are different.We will discuss what all of the animals need to survive and how they get what the need from their surroundings.

Learning Targets

Essential Questions      

Week 1:  Essential Question - How are some animals alike and how are they different?

  • What are the definitions of appearance, behavior, exercise, wander, and plenty?
  • What different kinds of baby animals have you seen before?
  • What does a sentence start with?
  • What does a sentence end with?
  • Can you count the number words in a sentence?
  • Can you identify the boundary of a sentence?
  • What is an Informational Text story?
  • Can you identify the title of a book?
  • What does the author do?
  • What does the illustrator do?
  • What is the reading strategy, reread?
  • Can you respond to the story ZooBorns!?
  • Can you  make connections between the story, ZooBorns and the essential question?
  • What sound does the letter ‘Uu’ make?
  • How do you write the letter ‘Uu’?
  • Can you read the words ‘for’ and ‘have’?
  • What do writers write about?
  • How do writers write to explain their ideas clearly?
  • Can you write an animal card?
  • Can you make a word web to brainstorm ideas about an animal you know about?
  • What is a verb?
  • Can you segment the onset and rime in a word?
  • What are some animal part words?
  • What is a compound word?
  • Can you compare and contrast baby animals in the story, ZooBabies?
  • Can you retell the story, ZooBabies?
  • Can you identify the sound of the letter ‘u’ in the middle of words?
  • Can you blend words with the letter ‘u’?
  • Can you predict what will happen in the story, “A Pup and a Cub”?
  • Can you chorally read the story, “A Pup and a Cub” as a class?
  • Can you identify the verbs in a sentence?
  • Can you make connections between the stories, Baby Farm Animals” and ZooBorns?
  • Can you blend letter sounds together to make words?
  • Can you blend words using the letters u,b,f,r,d,s,n,t,and c?
  • Can your sort pictures using the letter ‘u’?
  • Can you prewrite your animal card?
  • Can you write a draft of your animal card?
  • Can you blend the onset and rime of words together?
  • What is poetry?
  • What is alliteration in a poem?
  • Can you identify the alliteration in a poem?
  • Can you make connections between the reading passages that were read this week?
  • Can you delete letter sounds in a word to make a new word?
  • Can you blend words with the letters u,a,i,t, and b?
  • Can you write the letters u,n,t,p,b,k,h,m, and d when the sounds are dictated?
  • Can you read a story with expression?
  • Can you identify the ending mark of a sentence?
  • Can you revise your animal card?
  • Can you write the final draft of your animal card?
  • Can you make an Animal Feature Report?
  • Can you make text to text, text to self and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that we learned this week?
  • Can you read words with the letters u,f,v,r, and c?
  • Can you present you animal card to the class?

Week 2:  Essential Question - How do you take care of different kinds of pets?

  • What are the definitions of responsibility, train, depend, compared, social.
  • What is an elipses?
  • What should you do when you see an elipses?
  • Where do you start to read on a page of a book?
  • What is a Fiction story?
  • Can you name the author of the story, The Birthday Pet?
  • Can you name the illustrator of the story, The Birthday Pet?
  • Can you make a prediction in a story, confirm that prediction, and then revise that prediction?
  • Can you respond to the story, The Birthday Pet?
  • Can you make connections between the story, The Birthday Pet and the essential question?
  • What sound does the letter Gg make?
  • What sound does the letter Ww make?
  • How do you write the letters Gg and Ww?
  • Can you read the words ‘of’ and ‘they’?
  • Can you write an explanatory text?
  • What is a verb?
  • Can you make rhyming words?
  • What are some pet words?
  • What is a preposition?
  • What is a fiction story?
  • What are the characters in a story?
  • What is the plot in a story?
  • What is the setting in a story?
  • Can you identify the problem and the solution in the plot of the story, The Birthday Pet?
  • What is the text evidence in the story, The Birthday Pet?
  • Can you retell the story, The Birthday Pet?
  • Can you identify the letter g in different words?
  • Can you identify the letter w in diferent words?
  • Can you blend words with the letters  g and w?
  • Can you identify different punctuation  in the story, “I Hug Gus!”?
  • Can you predict what will happen in the story, “I Hug Gus!”?
  • Can you identify verbs in a sentence?
  • What is an Informational Text story?
  • Can you make connections between the stories, “The Family Pet” and The Birthday Pet?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the letters a,i,u, and e?
  • Can you sort pictures using the letters g and w?
  • Can you prewrite your explanatory sentence?
  • Can you write a draft of your explanatory sentence?
  • How do you know if a verb happened in the past?
  • How do you make a past tense verb?
  • How can you read and use a chart in a story?
  • Can they make connections between all of the stories that were read during the week?
  • Can substitute letters in a word to make new words?
  • Can they blend words with the letters e,w,g,b, and s?
  • Can they write the letters g,w,b,a,s,t, and l when the sounds are dictated to them?
  • Can you identify the punctuation at the end of sentences?
  • Can you read a story with intonation?
  • Can you revise your explanatory sentence?
  • Can you write the final draft of your explanatory sentence?
  • Can you make a poster?
  • Can you make text to text, text to self, and text to world connections?
  • Can you review all the genres, reading strategies and reading skills that we read this week?
  • Can you read words with the letters a,e,g,w, and b?
  • Can you write the letters w,i,g,e,t,l,b, and a when they are dictated to you?
  • Can you present your explanatory sentence to the class?

Week 3:  Essential Question - Where do animals live?

  •  What are the definitions of  habitat, wild, complain join stubborn?
  • What are some places that animals live?
  • How do you track the print in a story as you read?
  • What is a Fantasy story?
  • Can you identify the author of the story, Bear Snores On?
  • Can you identify the illustrator of the story, Bear Snores On?
  • Can you make a prediction about a story, confirm that prediction as you read, or revise that prediction as needed.
  • Can you identify the rhythm, rhyme and repetition in the story, Bear Snores On?
  • Can you make connections  between the story, Bear Snores On and the essential question?
  • What sound do the letters Vv and Xx make?
  • How do you write the letters Vv and Xx?
  • Can you read the words - ‘said’ and ‘want’?
  • How do writers get ideas to write about?
  • How do write a  question and answers sentence?
  • Can you write a question and answer sentence?
  • Can you brainstorm ideas to use for your question and answer sentence?
  • What is a verb?
  • Can you segment the onset and rime in a word?
  • Can you name different animal homes?
  • Can you identify the shades of meaning between similar words?
  • What is cause and effect in a story?
  • Can you identify the cause and effect in the story, Bear Snores On?
  • Can you retell the story Bear Snores On?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the letters v and x?
  • Can you predict what will happen in the story, “A Vet in a Van”?
  • How do you make a verb show what has happened in the past?
  • What is a Tale story?
  • Can you make connections between the stories, “Anansi: An African Tale” and Bear Snores On?
  • Can you blend words using the letters, i,a,e,o,f,x,m,v,n, and t?
  • Can you sort pictures using the letters v and x?
  • Can you prewrite question and answer sentences?
  • Can you write a draft of your question and answer sentences?
  • Can you identify the verb in the sentence and if it happened in the past or if it will happen in the future?
  • What is an Informational Text story?
  • Can you make predictions, check your predictions, or change your predictions in the story, “Animal Homes?”
  • What is a glossary in a book?
  • Can you make connections between the stories that were read this week?
  • Can you substitute the beginning letter in a word with a different letter to make a new word?
  • Can you blend words with the letters a,e,i,v, and x?
  • Can you write the letters v,a,t,e,b,t,i,x, and f when the letters are dictated to you?
  • Can you sound out words in the story,  “A Vet in a Van”?
  • Can you read a story with expression and fluency?
  • Can you revise your question and answer sentences?
  • Can you write the final draft of your question and answer sentences?
  • Can you identify if a verb happened in the present, past or future?
  • Can you make a Habitat Diorama?
  • Can you make text to text, text to self, and text to world connections?
  • Can you discuss the different genres, reading strategies, and reading skills that you learned this week?
  • Can you substitute the ending letter in a word with a different letter to make a new word?
  • Can you read words with a,e,i,x,v, and t?
  • Can you write the letters s,a,v,e,t,m,i,x,n,f, and o when the sound are dictated to you?
  • Can you present your question and answer sentences?

Enduring Understandings

Students will understand:

  • Oral Vocabulary: appearance, behavior, exercise, wander, plenty, responsibility, train, depend, compared, social, habitat, wild, complain, join, stubborn.
  • Onset/rime blending, recognize and generate rhyme, onset/rime segmentation
  • Category words - animal parts, pets, animal homes
  • Vocabulary Strategy - compound words, preposition, shades of meaning
  • Comprehension
  • Concepts of print - sentences and print style, directionality and punctuation, directionality and phonemic awareness
  • Genres - Informational texts, Poetry, Fiction, Fantasy, Tale
  • Set a purpose for reading - title, author, illustrator,
  • Strategy - reread - make, confirm, and revise predictions  - make predictions
  • Respond to Reading
  • Make Connections
  • Reading Skill - compare and contrast - plot: problem and solution - plot: cause and effect
  • Text Evidence
  • Guided Retelling
  • Literary Element - alliteration,
  • Text Connections - text to text, text to self, text to world,
  • Model fluency
  • Text Feature - chart-glossary
  • Author’s Craft - rhythm, rhyme, and alliteration
  • Shared Read
  • Model skills and strategies - concepts about print, predict read, reread
  • Fluency - expression, intonation, expression
  • Word Work
  • Phoneme Isolation - Uu, Gg, Ww, Vv, Xx
  • Phonics - Uu, Gg, Ww, Vv, Xx
  • Blend words with the letter - u,b,f,r,d,s,n,f,t,r,c - u,a,i,t,b - a,u,i,e - e,w,g,b,s- v,x,i,a,e,o,f,m,n,t - a,e,i,v,x
  • Dictation - u,n,t,p,b,k,h,m,d,a,s - g,w,b,a,s,t,l -w,i,g,e,t,l,b,a - v,a,t,e,b,r,i,x,f - s,a,v,t,m,i,x,n,f,o
  • Read words - u,f,b,r,c - a,e,g,w,b - a,e,i,x,v,t
  • Handwriting - Uu, Gg, WW, Vv, Xx
  • High Frequency Words - for, have,g,w of, they, said, want
  • Phoneme Isolation - Uu
  • Picture sorts
  • Phoneme deletion
  • Phoneme blending
  • Phoneme substitution
  • Writing
  • Shared Writing
  • Writing Trait - word choice, ideas
  • Write an animal card - prewite, brainstorm, draft, revise, final draft, present
  • Write an explanatory sentence - brainstorm, prewrite, draft, revise, final draft, present
  • Write question and answer sentences - brainstorm, prewrite, draft, final draft, present
  • Grammar
  • Verbs
  • Past tense
  • Present tense
  • Research and Inquiry
  • Make an animal features report, a poster, habitat diorama
  • Choose a topic
  • Find resources
  • Keep track of information
  • Create the project
  • Share information

Know

By the end of this unit, students will know:

Vocabulary:

  • The definitions of appearance, behavior, exercise, wander, plenty, responsibility, train, depend, compared, social, habitat, wild, complain, join, and stubborn.
  • How to blend the onset and rime of words together.
  • How to identify animal parts, pets,  
  • How to identify compound words.
  • How to identify the two words in a compound word.
  • How to recognize and generate rhymes.
  • What a preposition is.
  • How to identify a preposition is a sentence.
  • How to segment the onset and rime in a word.
  • How to identify the different shades of meaning in a word.

Comprehension

  • How to connect to the concept.
  • That a sentence starts with an uppercase letter and ends with an ending mark.
  • How to count the number of words in a sentence
  • How to count the number of sentences on a page.
  • The characteristics of an Informational Text.
  • How to identify the title of a book.
  • What an author does.
  • What an illustrator does.
  • How to use the reading strategy reread.
  • How to make connections to the story that is being read.
  • How to compare and contrast people, places and animals in a story.
  • The characteristics of an Informational Text.
  • The characteristics of Poetry.
  • How poets use alliteration in a poem.
  • How to make text to text, text to self, and text to world connections.
  • How to read a story from left to right and top to bottom.
  • What ellipses mean in a story.
  • The characteristics of a fiction story.
  • How to make a prediction when they are reading a story, confirm that prediction, or revise that prediction.
  • How to identify the problem and solution in a story.
  • That the plot of story is how the characters solve the problem in the story.
  • How to use a chart in a story.
  • How to blend letter sounds to make words.
  • How an author can use rhythm, rhyme, and repetition when the write a story.
  • The characteristics of a Fantasy story.
  • What the cause and effect is in the plot of a story.
  • What a glossary is in a book.
  • How to use a glossary in a book.

Shared Read

  • How a sentence begins with an uppercase letter and ends with a punctuation mark.
  • How to count the words in a sentence.
  • How to predict what will happen in the story.
  • How to chorally read a story with the class.
  • How to identify the boundaries of a sentency.
  • How to read a story with expression.
  • How to identify the punctuation in a sentence.
  • How to change the tone of your voice when reading a sentence that ends with a period or exclamation point.
  • How to blend letter sounds to make a word.
  • How to read a story with expression or feeling.

Word Work

  • The sounds of the letters u,g,w,v, and x.
  • How to write the letters u,g,w,v, and x.
  • How to identify and read the words for, have, of, they, said, want.
  • How to identify the letters u,g,w,v and x in different words.
  • How to blend words with the letter u.
  • How to blend letter sounds together to make words.
  • How to blend the letter sounds u,b,f,r,d,s,n,t,c.
  • How to sort pictures using the letters u,- g and w - v and x.
  • How to take sounds away from a words to make new words.
  • How to blend words with the letters u,a,i,t, and b.
  • How to write the letters u,n,t,p,b,k,h,m,a,s and d when their sounds are dictated to them.
  • How to read words with the letters u,f,b,r, and c.
  • How to identify the sound at the beginning of a word.
  • How to blend words with the letter g and w.
  • How to blend words with the short a,i,u, and e.
  • How to change the beginning sound in a word to make a new word.
  • How to change the ending sound in a word to make a new word.
  • How to blend words with short e,w,g,b, and s.
  • How to write the letters g,w,b,a,s,t,e,l and i when their sounds have been dictated.
  • How to read words with the letters a,e,g,w, and b.
  • How to blend words using the letters v, and x.
  • How to blend words using the letters i,e,a,o,f,x,m,v,n, and t.
  • How to blend words using the letters a,e,i,v, and x.
  • How to write the letters v,a,t,e,b,r,i,x, and f.
  • How to read the words with the letters a,e,i,x,v, and t.
  • How to write the letters s,a,v,e,t,m,i,x,n,f,o, when the sounds are dictated to them.

Writing

  • How writers write about things they know about.
  • How writers choose words that explain their ideas clearly.
  • How to write an animal card.
  • How writers can write action words when they write to share information.
  • How to brainstorm ideas for their animal card
  • How to make a draft of their animal card.
  • How to revise their animal card.
  • How to write the final draft of their animal card.
  • How to present their animal card to the class.
  • How writers write to tell how to do something or tell how something works.
  • How to write and explanatory text.
  • How to brainstorm ideas for their explanatory sentence.
  • How to make a draft of their explanatory sentence.
  • How to revise their explanatory sentence.
  • How to write the final draft of their explanatory sentence.
  • How to present their explanatory sentence to the class.
  • How a writer gets ideas for writing by asking questions.
  • How to write a question and answers..
  • How to brainstorm ideas about where animals live.
  • How to make a draft for their question and answer sentences.
  • How to revise their question and answer sentences.
  • How to make a final draft of their question and answer sentences.
  • How to present their question and answer sentences to the class.

Grammar

  • That a verb is an action word.
  • When a verb should end with an s.
  • How to identify an action word.
  • How to add -ed to verb when the action happened in the past.
  • How to use the word ‘will’ with a verb to show that the action will happen in the future.

Research and Inquiry

  • How to make an Animal Features Report, a poster, and a Habitat Diorama.
  • How to choose a topic for your research project.
  • How to find resources for their research project.
  • How to keep track of their ideas for their research project.
  • How to create their research project.

Do

By the end of this unit, students will be able to:

 Vocabulary:

  • Identify the definitions of appearance, behavior, exercise, wander, plenty, responsibility, train, depend, compared, social, habitat, wild, complain, join, and stubborn.
  • Blend the onset and rime of words together.
  • Identify animal parts, pets,  
  • Identify compound words.
  • Identify the two words in a compound word.
  • Recognize and generate rhymes.
  • Know what a preposition is.
  • Identify a preposition in a sentence.
  • Segment the onset and rime in a word.
  • Identify the different shades of meaning in a word.

Comprehension

  • Connect to the concept.
  • Know that a sentence starts with an uppercase letter and ends with an ending mark.
  • Count the number of words in a sentence
  • Count the number of sentences on a page.
  • Identify the characteristics of an Informational Text.
  • Identify the title of a book.
  • Identify what an author does.
  • Identify what an illustrator does.
  • Use the reading strategy reread.
  • Make connections to the story that is being read.
  • Compare and contrast people, places and animals in a story.
  • Identify the characteristics of an Informational Text.
  • Identify the characteristics of Poetry.
  • Understand how poets use alliteration in a poem.
  • Make text to text, text to self, and text to world connections.
  • Read a story from left to right and top to bottom.
  • Identify what ellipses mean in a story.
  • Identify the characteristics of a fiction story.
  • Make a prediction when they are reading a story, confirm that prediction, or revise that prediction.
  • Identify the problem and solution in a story.
  • Understand that the plot of story is how the characters solve the problem in the story.
  • Use a chart in a story.
  • Blend letter sounds to make words.
  • Understand how an author can use rhythm, rhyme, and repetition when the write a story.
  • Identify the characteristics of a Fantasy story.
  • Understand what the cause and effect is in the plot of a story.
  • Identify a glossary  in a book.
  • Use a glossary in a book.

Shared Read

  • Understand that a sentence begins with an uppercase letter and ends with a punctuation mark.
  • Count the words in a sentence.
  • Predict what will happen in the story.
  • Chorally read a story with the class.
  • Identify the boundaries of a sentency.
  • Read a story with expression.
  • Identify the punctuation in a sentence.
  • Change the tone of your voice when reading a sentence that ends with a period or exclamation point.
  • Blend letter sounds to make a word.
  • Read a story with expression or feeling.

Word Work

  • Identify the sounds of the letters u,g,w,v, and x.
  • Write the letters u,g,w,v, and x.
  • Identify and read the words for, have, of, they, said, want.
  • Identify the letters u,g,w,v and x in different words.
  • Blend words with the letter u.
  • Blend letter sounds together to make words.
  • Blend the letter sounds u,b,f,r,d,s,n,t,c.
  • Sort pictures using the letters u,- g and w - v and x.
  • Take sounds away from a words to make new words.
  • Blend words with the letters u,a,i,t, and b.
  • Write the letters u,n,t,p,b,k,h,m,a,s and d when their sounds are dictated to them.
  • Read words with the letters u,f,b,r, and c.
  • Identify the sound at the beginning of a word.
  • Blend words with the letter g and w.
  • Blend words with the short a,i,u, and e.
  • Change the beginning sound in a word to make a new word.
  • Change the ending sound in a word to make a new word.
  • Blend words with short e,w,g,b, and s.
  • Write the letters g,w,b,a,s,t,e,l and i when their sounds have been dictated.
  • Read words with the letters a,e,g,w, and b.
  • Blend words using the letters v, and x.
  • Blend words using the letters i,e,a,o,f,x,m,v,n, and t.
  • Blend words using the letters a,e,i,v, and x.
  • Write the letters v,a,t,e,b,r,i,x, and f.
  • Read the words with the letters a,e,i,x,v, and t.
  • Write the letters s,a,v,e,t,m,i,x,n,f,o, when the sounds are dictated to them.

Writing

  • Understand how writers write about things they know about.
  • Understand how writers choose words that explain their ideas clearly.
  • Write an animal card.
  • Understand how writers can write action words when they write to share information.
  • Brainstorm ideas for their animal card
  • Make a draft of their animal card.
  • Revise their animal card.
  • Write the final draft of their animal card.
  • Present their animal card to the class.
  • Understand how writers write to tell how to do something or tell how something works.
  • Write and explanatory text.
  • Brainstorm ideas for their explanatory sentence.
  • Make a draft of their explanatory sentence.
  • Revise their explanatory sentence.
  • Write the final draft of their explanatory sentence.
  • Present their explanatory sentence to the class.
  • Understand how a writer gets ideas for writing by asking questions.
  • Write a question and answers..
  • Brainstorm ideas about where animals live.
  • Make a draft for their question and answer sentences.
  • Revise their question and answer sentences.
  • Make a final draft of their question and answer sentences.
  • Present their question and answer sentences to the class.

Grammar

  • Understand that a verb is an action word.
  • Understand when a verb should end with an s.
  • Identify an action word.
  • Understand how to add -ed to verb when the action happened in the past.
  • Understand how to use the word ‘will’ with a verb to show that the action will happen in the future.

Research and Inquiry

  • Make an Animal Features Report, a poster, and a Habitat Diorama.
  • Choose a topic for your research project.
  • Find resources for their research project.
  • Keep track of their ideas for their research project.
  • Create their research project.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

RL.K.4. Ask and answer questions about unknown words in a text.

RL.K.5. Recognize common types of texts (e.g., storybooks, poems).

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.. B. Use frequently occurring nouns and verbs. . D. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. I. B. Recognize and name end punctuation. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. A. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.5. Identify the front cover, back cover, and title page of a book.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 8. From here to there.

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

In this unit the children will be discussing places where they can go that is near and far away.  They will take a look at a map of the United States and locate our state and then we will point out some locations of national significance (Washington D.C., and the Grand Canyon).  The children will be asked to name some other important places around our country and locate them on the map. We will discuss different methods of transportation they could use to travel long distances across the country.

Learning Targets

Essential Questions

Week 1:  Essential Question - What can help you go from here to there?

  • What is the definitions of transportation, vehicle, journey, fierce, wide?
  • What different kinds of transportation have you used?
  • How do you read words in a story?
  • What is a Fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the reading strategy, make predictions?
  • Can you make connections between the story, When Daddy’s Truck Picks Me Up and the essential question?
  • What sound does the letter Jj make?
  • What sound does the letter Qq make?
  • How do you write the letter Jj?
  • How do you write the letter Qq?
  • Can you read the word, ‘here’ and ‘me’?
  • What is a sentence?
  • How do writers usually write sentences?
  • Can you write a personal narrative?
  • Can you make a word web to brainstorm ideas for your personal narrative?
  • What is a preposition?
  • Can you blend the onset and rime of words?
  • Can you name any vehicle words?
  • Can you use context clues to help you understand the meaning of word and phrases?
  • Can you identify the characters in the story, When Daddy’s Truck Picks Me Up?
  • What is the setting of a story?
  • What is the setting of the story, When Daddy’s Truck Picks Me Up?
  • What is the plot of a story?
  • What is the plot of the story, When Daddy’s Truck Picks Me Up?
  • What is the text evidence in the story, When Daddy’s Truck Picks Me Up?
  • Can you retell the story, When Daddy’s Truck Picks Me Up?
  • Can you blend letter sounds together to make words?
  • Can you blend words using the letters j and qu?
  • Can you predict what will happen in the story, “Dad Got a Job”?
  • Can you chorally read the story, “Dad Got a Job” with the class?
  • What is a Tale story?
  • Can you make a prediction about the story you are reading, then,confirm your prediction as you read, and finally  revise your prediction if needed?
  • Can you make, confirm, and revise predictions in the story, “the King of the Winds”?
  • Can you make connections between the stories, ‘'The King of Winds”, and When Daddy’s Truck Picks Me Up?
  • Can you blend words with the letters, j,qu, and consonants?
  • Can you sort pictures using the letters j and qu?
  • Can you prewrite your personal narrative?
  • Can you write a draft of your personal narrative?
  • Can you identify a preposition in a sentence?
  • What is an Informational Text Story?
  • What is a heading in a story, and how are they used in a story?
  • Can you make connections between all of the reading selections that were read this week?
  • Can you segment the sounds in words?
  • Can you blend words using the letters j,qu,a,i,g,o, and t?
  • Can you write the letters j,q,v,x,w, and u when the letters sounds are dictated?
  • Can you identify the pronoun in the sentence?
  • What noun is the pronoun representing in the sentence?
  • Can you read a  story with accuracy and speed?
  • Can you revise your personal narrative?
  • Can you write the final draft of your personal narrative?
  • Can you make a transportation poster?
  • Can you make text to text, text to self, text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that we learned this week?
  • Can you segment the different sounds in a word?
  • Can you read words with the letters j,qu,a,b,o,e,i,t, and ck?
  • Can you write the letters j,q,v,x,g,w, and u when their sounds are dictated to you?
  • Can you present your personal narrative to the class?

Week 2:  Essential Question - What do you know about our country?

  • What are the definitions of country, travel,careful, purpose and connect?
  • What is at the beginning of a sentence?
  • What is at the end of a sentence?
  • How do we read a story?
  • What is an Informational Text story?
  • Who is the author of the story, Ana Goes to Washington D.C.?
  • What does the author do?
  • Who is the illustrator of the story, Ana Goes to Washington D.C.?
  • What does the illustrator do?
  • What is the strategy, reread?
  • Can you make connections between the story, Ana Goes to Washington D.C. and the essential question?
  • What sound does the letter Yy make?
  • Can you identify the letter Yy in different words?
  • What sound does the letter Zz make?
  • Can you identify the letter Zz in different words?
  • How do you write the letter Yy?
  • How do you write the letter Zz?
  • Can you read the words - ‘this’ and ‘what’?
  • Can you make a travel poster?
  • What are the two parts of a sentence?
  • What part of the sentence has the preposition?
  • What is a preposition?
  • Can you generate rhymes?
  • Can you name ordinal numbers?
  • What is a synonym?
  • Can you think of a synonym for different words?
  • Can you find text evidence for the story, Ana Goes to Washington D.C.?
  • What is the main topic of a story?
  • What is the main topic of the story, Ana Goes to Washington D.C?
  • Can you retell the story, Ana Goes to Washington D.C.?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the letters y and z?
  • Can you predict what will happen in the story, “Pack a Bag!”
  • How can you make a story more interesting?
  • Can you make connections between the stories, “The Best of the West” and Ana Goes to Washington D.C.?
  • Can you blend words with the letters y,z,a,b,ck,i,e,k,m,p,s,t,u, and y?
  • Can you sort pictures using the letters, y and z?
  • Can you prewrite your travel poster?
  • Can you make a draft of your travel poster?
  • Can you identify the preposition in a sentence?
  • What are captions in a story?
  • What do captions do in a story?
  • Can you make connections between the stories that were read this week?
  • Can you change a sound in a word to make a new sound?
  • Can you blend words with the letters y,z,a,i,e,p, and m?
  • Can you write the letters z,y,j,q,x,v,g,w, and u when their sounds are dictated to you.
  • How do you add intonation when you read a story?
  • Can you add intonation when you read a story?
  • Can you revise your travel poster?
  • Can you write the final draft of your travel poster?
  • Can you make a travel book?
  • Can you make text to text, text to self, and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that we talked about this week?
  • Can you read words with the letters y and z?
  • Can you write the letters z,y,a,e,m,p,g,i, and s when the sounds are dictated?
  • Can you present your travel poster to the class?

Week 3:  Essential Question - What do you see in the sky?

  • What are the definitions of the words distance, recognize, space, challenge, surface?
  • What things have you seen in the sky at night?
  • Can you identify the boundaries of a sentence?
  • What is a Fantasy story?
  • Who wrote the words in the book, Bringing Down the Moon?
  • Who drew the pictures in the book, Bringing Down the Moon?
  • What is the reading strategy, ‘make predictions’?
  • Can you make predictions for the story Bringing Down the Moon?
  • Can you find the repetition of words and phrased in the story, Bringing Down the Moon?
  • Can you make connections between the story, Bringing Down the Moon. and the essential question?
  • What sounds doe the letters u,g,w, and x?
  • Can you write the letters u,g,w,x,v,j,qu, and z?
  • Can you read the words - for, have, they, of, said, want, here, me, this, what?
  • What is a sentence?
  • Can you write a counting book?
  • Can you make a list to brainstorm ideas for your counting book?
  • What are the two parts of a sentence?
  • Can you segment the onset and rime of a word?
  • Can you name words that are opposite?
  • What is a simile?
  • Can you use a sentence to create a simile?
  • What is a plot of a story?
  • What is the problem and solution (plot) in the story, Bringing Down the Moon?
  • What is text evidence?
  • Can you find the text evidence in the story, Bringing Down the Moon?
  • Can you retell the story, Bringing Down the Moon?
  • Can you categorize words according to their initial letter?
  • Can you blend words with the letters u,b,g,j,w, and x?
  • Can you identify the sentence boundaries in the story, “Up! Up! Up!”
  • Can you predict what will happen in the story, “Up! Up! Up!”?
  • What is a preposition?
  • Can you identify the naming part and telling part in a sentence?
  • What is an Informational Text story?
  • Can you make predictions for the story, “A View from the Moon”?
  • Can you make connections between the story, “A View from the Moon”, and Bringing Down the Moon?
  • Can you add letters to words to make new words?
  • Can you blend words with the letters, short a,e,o, and u?
  • Can you sort pictures using the letters j,z,y, and q?
  • Can you write a draft of your counting book?
  • Can you add a preposition to a sentence?
  • Can you make up your own simile?
  • What is a heading in a story?
  • What do headings do in a story?
  • Can you make connections between all of the reading selections we read this week?
  • Can you blend words with the letters short u and consonants?
  • Can you write the letters u,g,w,x,v,k,q,y, and z?
  • Can you read a story with expression?
  • Can you revise your counting book?
  • Can you write the final draft of your counting book?
  • Can you make a sky display?
  • Can you make text to text, text to self, and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that we learned this week?
  • Can you read words with the short e,i,o,u, and consonants?
  • Can you write the letters u,g,w,x,v,j,q,y,and z when the sounds have been dictated to you?
  • Can you present your counting book to the class?

Enduring Understandings

Students will understand

  • Oral Vocabulary:  transportation, vehicle, journey, fierce, wide, country, travel, careful, purpose, connect, space, challenge, surface, distance, and recognize
  • Phonemic Awareness - Onset/rime blending, generate rhyme, segment onset and rime
  • Category words - vehicles, ordinal numbers, opposites
  • Vocabulary strategy - context clues, synonyms, similies
  • Listening Comprehension
  • Connect to Concept - On the move, My USA, Look to the Sky
  • Concepts of Print - Directionality and recognizing spoken words, -  Directionality and sentence boundaries - Matching text and boundaries
  • Genre - fiction, tale, informational text - fantasy
  • Set a purpose for reading - title, author, illustrator
  • Strategy - make predictions, make ,confirm, and revise predictions,-  reread,
  • Respond to Reading - make connections
  • Skill - Character, setting, plot, - main topic and key details
  • Text evidence
  • Guided retelling
  • Text features - headings, captions
  • Text Connections - text to text, text to self, text to world
  • Author’s craft - repetition
  • Shared Read
  • Model skills and strategies - concepts about print, predict read, reread
  • Fluency - accuracy and speed, intonation, expression
  • Word Work
  • Phoneme Isolation - Jj, Qq, - Yy Zz- Pp, Gg
  • Phonics - Jj, Qq, - Yy, ZZ - Uu, Gg, Ww, Xx - v,j,qu,y,z
  • Blend words with the letters - j and qu - y and z
  • Blend words with the letters - j, qu and consonants
  • Blend words with the letters -j,qu,a,i,g,o, t
  • Dictation with the letters j,q,v,x,w, u - z,y,j,q,x,v,g,w,u - z,y,a,e,m,p,g,i,s - u,g,w,x,v,j,q,y,z - u,g,w,x,v,j,q,y,z
  • Read words with the letters j,qu,a,b,o,e,i,t,ck - j,q,v,x,g,w - y and z - e,i,o,u, and consonants
  • Blend word with the letters y,z,a,b,ck,i,e,k,m,p,s,t,u,y,
  • Blend words with the letters y,z,a,i,e,p,m
  • Blend words with the letters u,b,g,j,w,x
  • Blend words with the letters a,e,o,u
  • Blend words with the letters short u and consonants
  • Handwriting - Jj, Qq, - Yy, Zz -  u,g,w,x,v,j,qu,z
  • High Frequency Words - here, me - this, what - for, have, they, of, said, want, here, me, this, what
  • Picture sort - j and q - y and z - j,z,y, and q
  • Phoneme blending
  • Phoneme segmentation
  • Phoneme substitution
  • Phoneme categorization
  • Phoneme addition
  • Writing
  • Shared Writing
  • Writing trait - sentence fluency
  • Write a personal narrative - prewrite, brainstorm, draft, revise, final draft, present
  • Write a travel poster - prewrite, brainstorm, draft, revise, final draft, present
  • Write a counting book - prewrite, brainstorm, draft, revise, final draft, present
  • Grammar
  • Sentences with prepositions
  • Sentences
  • Research and Inquiry
  • Make a Poster, Make a book, Make a sky display
  • Choose a topic
  • Find Resources
  • Keep Track of Ideas
  • Create the project

Know

By the end of this unit, students will know:

  • Oral vocabulary 
  • The definitions of transportation, vehicle, journey, fierce, wide, country, travel, careful, purpose, connect, space, challenge, surface, distance, and recognize.
  • How to identify vehicle words,
  • How to blend the onset and rime of words.
  • How to use context clues to understand word and phrases in a story.
  • How to generate rhymes.
  • How to identify ordinal numbers.
  • How to think of synonyms for different words.
  • How to use synonyms to figure out the meaning of words in a text.
  • How to segment the onset and rime of words.
  • How to identify opposite words.
  • How to figure out the meaning of text by using similes.
  • Listening Comprehension
  • How to read a story from left to right and top to bottom.
  • How to identify a fiction story.
  • How to identify the title of a story.
  • How to identify the author of a story.
  • What an author does.
  • How to identify the illustrator of a story.
  • What an illustrator does.
  • How to make predictions to guess what will happen in a story.
  • How to confirm their prediction as they continue to read the story.
  • How to revise their prediction as they read the story.
  • How to respond to the story once they have finished reading.
  • How to make connections to the story that is being read.
  • How to identify the characters, setting, and plot of a story.
  • How to find the text evidence in a story.
  • How to retell a story.
  • How to identify a tale.
  • How to identify an informational text story.
  • How to use headings in a story.
  • How to read the left page first and the right page second in a book.
  • That a sentence starts with an uppercase letter and ends with punctuation.
  • How to use the reading strategy - reread- to help them understand a story.
  • How to identify the main topic of a story.
  • How to identify key details in a story.
  • How captions are used in a story.
  • How to match text when you read a story.
  • How to identify the boundaries of a sentence.
  • How an author will use word or phrase repetition when they write their story.
  • How to identify a fantasy story.
  • What the plot of a story is.
  • How to identify the plot of a story.
  • Shared Read
  • How to identify sentence boundaries.
  • How to predict what will happen in a story by describing the illustration.
  • How to identify the first word of a sentence and the last word of a sentence.
  • How to change the tone of their voice when reading a sentence that ends with a period, question mark, and exclamation point.
  • How to read a story with their class.
  • How to read a story with expression or feeling by stressing different words and changing their voice when reading a sentence.
  • Word Word
  • The sounds of the letters j and q.
  • How to write the letters j and q.
  • How to read the word the words ‘here, and ‘me’.
  • How to blend letter sounds together to make words.
  • How to blend words with j,qu, and consonants.
  • How to do picture sorts with the letters j and qu.
  • How to segment the letter sounds in words.
  • How to blend words with the letters j,qu,a,i,g,o and t.
  • How to write the letters j,q,v,x,g,w, and u when their sounds are dictated.
  • How to read words with the letters j,qu,a,b,o,e,i,t, and ck.
  • How to write the letters j,q,v,x,g,w, and u when their sounds are dictated.
  • The sounds of the letters y and z.
  • How to write the letters y and z.
  • How to read the words ‘this’ and ‘what’.
  • How to blend words with the letters y and z.
  • How to blend words with the letters y,z,a,b,ck,i,e,k,m,p,s,t,u, and y.
  • How to do a picture sort with the letters y and z.
  • How to change a sound in a word to make a new word.
  • How to blend words with the letters y,z,a,i,e,p, and m.
  • How to write the letters z,y,j,q,x,v,g,w, and u.
  • How to read words with the letters y and z.
  • How to write the letters z,y,a,e,m,p,g,i, and s.
  • The sounds of the letters short u,g,w, and x.
  • How to categorize words according to their beginning sound.
  • How to blend words with the letter u,b,g,j,w, and x.
  • How to read the words ‘for’, ‘have’, ‘they’, ‘of’, ‘said’, ‘want’, ‘here’, ‘me’, ‘this’, and ‘what’.
  • How to add a letter to the beginning of a word to change the word.
  • How to blend words with the letters short a,e,o, and u.
  • How to do a picture sort with the letters j,z,y, and q.
  • How to blend words with the letters short u and consonants.
  • How to write the letters u,g,w,x,v,j,q,y, and z when their sounds are dictated.
  • How to read words with the letters short e,i,o,u, and consonants.
  • How to write the letters u,g,w,x,v,j,q,y, and z.
  • Writing
  • How a sentence is a group of words that tell a complete thought.
  • How writers write sentences in order in which things happen.
  • How to write a personal narrative about how they travel to get from place to place.
  • How to make a word web to brainstorm ways they travel.
  • How a sentence starts with an uppercase letter, and end with an ending punctuation mark.
  • How to prewrite their personal narrative.
  • How to make a draft of their personal narrative.
  • How to revise their personal narrative.
  • How to make the final draft of their personal narrative.
  • How to present their personal narrative.
  • How to use both long sentences and short sentences to make their writing interesting.
  • How we can write sentences to tell about places wie want to visit.
  • How to make a travel poster.
  • How to make a list to brainstorm places they want to visit.
  • How to prewrite their travel poster.
  • How to write a draft of their travel poster.
  • How to revise their travel poster.
  • How to make the final draft of their travel poster.
  • How to present their travel poster.
  • How to write a counting book.
  • How make a list of things they see in the sky to brainstorm ideas for their counting book.
  • How to prewrite their counting book.
  • How to write a draft of their counting book.
  • How to revise their counting book.
  • How to make the final draft of their counting book.
  • How to present their counting book.
  • Grammar
  • How a sentence has two parts,  a naming part and a telling part.
  • How some preposition words (on, off, behind, in front of, above, below) will tell where or how something happens.
  • How to identify the naming part and the telling part of a sentence.
  • Research and Inquiry
  • How to make a poster, make a book, and make a sky display.
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to keep track of ideas for their research project
  • How to create their research project.
  • How to present their research project.

Do

By the end of this unit, students will be able to:By the end of this unit, students will know:

  • Oral vocabulary 
  • Identify the definitions of transportation, vehicle, journey, fierce, wide, country, travel, careful, purpose, connect, space, challenge, surface, distance, and recognize.
  • Identify vehicle words,
  • Blend the onset and rime of words.
  • Use context clues to understand word and phrases in a story.
  • Generate rhymes.
  • Identify ordinal numbers.
  • Think of synonyms for different words.
  • Use synonyms to figure out the meaning of words in a text.
  • Segment the onset and rime of words.
  • Identify opposite words.
  • Figure out the meaning of text by using similes.
  • Listening Comprehension
  • Read a story from left to right and top to bottom.
  • Identify a fiction story.
  • Identify the title of a story.
  • Identify the author of a story.
  • Understand what an author does.
  • Identify the illustrator of a story.
  • Understand what an illustrator does.
  • Make predictions to guess what will happen in a story.
  • Confirm their prediction as they continue to read the story.
  • Revise their prediction as they read the story.
  • Respond to the story once they have finished reading.
  • Make connections to the story that is being read.
  • Identify the characters, setting, and plot of a story.
  • Find the text evidence in a story.
  • Retell a story.
  • Identify a tale.
  • Identify an informational text story.
  • Use headings in a story.
  • Read the left page first and the right page second in a book.
  • Understand that a sentence starts with an uppercase letter and ends with punctuation.
  • Use the reading strategy - reread- to help them understand a story.
  • Identify the main topic of a story.
  • Identify key details in a story.
  • Understand how captions are used in a story.
  • Match text when you read a story.
  • Identify the boundaries of a sentence.
  • Understand how an author will use word or phrase repetition when they write their story.
  • Identify a fantasy story.
  • Understand what the plot of a story is.
  • Identify the plot of a story.
  • Shared Read
  • Identify sentence boundaries.
  • Predict what will happen in a story by describing the illustration.
  • Identify the first word of a sentence and the last word of a sentence.
  • Change the tone of their voice when reading a sentence that ends with a period, question mark, and exclamation point.
  • Read a story with their class.
  • Read a story with expression or feeling by stressing different words and changing their voice when reading a sentence.
  • Word Word
  • Identify the sounds of the letters j and q.
  • Write the letters j and q.
  • Read the word the words ‘here, and ‘me’.
  • Blend letter sounds together to make words.
  • Blend words with j,qu, and consonants.
  • Do picture sorts with the letters j and qu.
  • Segment the letter sounds in words.
  • Blend words with the letters j,qu,a,i,g,o and t.
  • Write the letters j,q,v,x,g,w, and u when their sounds are dictated.
  • Read words with the letters j,qu,a,b,o,e,i,t, and ck.
  • Write the letters j,q,v,x,g,w, and u when their sounds are dictated.
  • Identify the sounds of the letters y and z.
  • Blend words with the letter u,b,g,j,w, and x.
  • Read the words ‘for’, ‘have’, ‘they’, ‘of’, ‘said’, ‘want’, ‘here’, ‘me’, ‘this’, and ‘what’.
  • Add a letter to the beginning of a word to change the word.
  • Blend words with the letters short a,e,o, and u.
  • Do a picture sort with the letters j,z,y, and q.
  • Blend words with the letters short u and consonants.
  • Write the letters u,g,w,x,v,j,q,y, and z when their sounds are dictated.
  • Read words with the letters short e,i,o,u, and consonants.
  • Write the letters u,g,w,x,v,j,q,y, and z.
  • Writing
  • Understand that a sentence is a group of words that tell a complete thought.
  • Understand how writers write sentences in order in which things happen.
  • Write a personal narrative about how they travel to get from place to place.
  • Make a word web to brainstorm ways they travel.
  • Understand that  a sentence starts with an uppercase letter, and end with an ending punctuation mark.
  • Prewrite their personal narrative.
  • Make a draft of their personal narrative.
  • Revise their personal narrative.
  • Make the final draft of their personal narrative.
  • Present their personal narrative.
  • Understand how writers use both long sentences and short sentences to make their writing interesting.
  • Understand how we can write sentences to tell about places wie want to visit.
  • Make a travel poster.
  • Make a list to brainstorm places they want to visit.
  • Prewrite their travel poster.
  • Write a draft of their travel poster.
  • Revise their travel poster.
  • Make the final draft of their travel poster.
  • Present their travel poster.
  • Write a counting book.
  • Make a list of things they see in the sky to brainstorm ideas for their counting book.
  • Prewrite their counting book.
  • Write a draft of their counting book.
  • Revise their counting book.
  • Make the final draft of their counting book.
  • Present their counting book.
  • Grammar
  • Understand how a sentence has two parts,  a naming part and a telling part.
  • Understand how some preposition words (on, off, behind, in front of, above, below) will tell where or how something happens.
  • Identify the naming part and the telling part of a sentence.
  • Research and Inquiry
  • Make a poster, make a book, and make a sky display.
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Keep track of ideas for their research project
  • Create their research project.
  • Present their research project.

 

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

RL.K.4. Ask and answer questions about unknown words in a text.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. B. Use frequently occurring nouns and verbs. E. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). F. Produce and expand complete sentences in shared language activities.

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize the first word in a sentence and the pronoun I. B. Recognize and name end punctuation. C. Write a letter or letters for most consonant and short-vowel sounds (phonemes). D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words.. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 9. How things change

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

In this unit the children will be thinking about different kinds of change.  They will be asked about how things change as they grow older - do they do different kinds of chores at home?  Another kind of change that we will talk about in this unit is how people work to change their communities or neighborhoods to make them better places. We will discuss what they can do to change their communities. A final point that will be made in this unit will be to point out how we change things in nature to make new things all the time.  For example, what things in nature was changed to build a house?

Learning Targets

Essential Questions

Week 1:  Essential Question - How can you help out at home?

  • What are the definitions of chores, contribute, member, organize, accomplish?
  • How do read the words in a book?
  • What does a sentence start with?
  • What does a sentence end with?
  • Can you count how many sentences are on a page?
  • What is a fiction story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the reading strategy - ask and answer questions?
  • Can you make connections between the story, Peter’s Chair and the essential question?
  • What is the long ‘a’ sound?
  • How do you make the long ‘a’ sound?
  • What is the ‘a_e’ pattern for making the long ‘a’ sound?
  • How to write sentences with ‘a_e’ words?
  • Can you read the words ‘help’ and ‘too’?
  • What is an opinion?
  • Can you write an opinion book?
  • What is an adjective?
  • Can you break a word up into its syllables?
  • Can you name some household furniture words?
  • What is a prefix?
  • What is a fiction story?
  • Can you identify the sequence in a story?
  • Can you find the text evidence in the story, Peter’s Chair?
  • Can you retell the story, Peter’s Chair?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the long ‘a’?
  • Can you predict what will happen in the story, “Jake and Dale Help!”?
  • What do adjectives describe?
  • Can you identify adjectives in a sentence?
  • What is an informational text story?
  • Can you make connections between the stories, “Helping Out at Home” and Peter’s Chair?
  • Can you blend words with the letters  - long a, n,m,e,t,c,v,d,g,f,p,k,l, and p?
  • Can you do a short ‘a’ - long ‘a’ sort?
  • Can you prewrite your opinion about a book sentences?
  • Can you write a draft of your opinion about a book sentences?
  • What is a suffix?
  • dsHow can you use a chart in a book?
  • Can you make connections between all of the readings that were read this week?
  • Can you delete a sound from a word to make a new word?
  • Can you blend words using the letters long ‘a’,t,p,c,b,k,l, and f?
  • Can you write the letters t,b,k,l,a, long a, j and p when the letter sounds are dictated?
  • Can you read a story with accuracy and speed?
  • Can you revise your opinion about a book sentence?
  • Can you write the final draft of your opinion about a book sentence?
  • Can you do an author study?
  • Can you make text to text, text to self, and text to world connections?
  • Can you review the different genres, reading strategies, and reading skills that were discussed this week?
  • Can you read words with the letters long’a’ and consonants?
  • Can you write the letters r,a,t,b,k,s, and p when their letter sound are dictated?
  • Can you present your opinion about a book sentence?

Week 2:  Essential Question - What do good citizens do?

  • What are the definitions of citizen, respect, tidy, necessary, and hauled?
  • How do we read a story?
  • What is a fantasy story?
  • What is the job of the author?
  • What is the job of the illustrator?
  • What is the reading strategy, ‘reread’?
  • Can you make connections between the story, Hen Hears Gossip and the essential question?
  • What is the ‘i-e’ spelling pattern for making the long ‘i’ sound?
  • Can you write sentences with ‘i-e’ words?
  • Can you read the words ‘has’ and ‘play’?
  • How do you write your ideas in the correct order?
  • Can you write a story?
  • What is an adjective?
  • Can you identify the adjectives in a sentence?
  • Can you generate rhymes?
  • Can you identify farm animal words?
  • Can you identify question words?
  • Can you use question words when you do not understand something or when we want to find out information?
  • What is the plot of a story?
  • Can you find the text evidence in the story Hen Hears Gossip?
  • Can you retell the story, Hen Hears Gossip?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the long ‘i’?
  • What is a  sentence boundary?
  • Can you predict what will happen in the story, “We Can Play”?
  • Can you use adjectives to describe your feelings?
  • What is a fable story?
  • Can you make connections between the story, “Little Red Hen” and Hen Hears Gossip?
  • Can you blend words with the long ‘i’ and consonants?
  • Can you sort words using the letters long i and short i?
  • Can you prewrite your story?
  • Can you write a draft of your story?
  • What is an informational text story?
  • What are captions in a story?
  • How are captions used in a story?
  • Can you make connections between the stories that were read this week?
  • Can you delete initial letters/sounds to make new words?
  • Can you blend words with the letters, long i, l,n,f,and p?
  • Can you write the letters long i, b, short i, f,n, long a, v,l, short a?
  • Can you change the tone of your voice when you read sentences that end with a period or an exclamation point?
  • Can you revise your story writing?
  • Can you write the final draft of your story?can you make a citizenship poster?
  • Can you make text to text, text to self, text to world connections?
  • Can you review the different genres, reading strategy, and reading skills that was taught this week?
  • Can you read words with the letters long i, and consonants?
  • Can you write the letters n, long i, b,l,l,h,d,f,v, and  m when the sounds are dictated?
  • Can you present your story?
  • Can you choose and adjective to complete a sentence?

Week 3:  Essential Question - How can things in nature be used to make new things?

  • What are the definitions of natural resources, create, designs, weave, and knowledge?
  • Can you identify the front cover, back cover and title page of a book?
  • What is an Informational Text story?
  • What does the author do?
  • Who is the author of the story, Bread Comes to Life?
  • What does the photographer do?
  • Who is the photographer of the story, Bread Comes to Life?
  • What is the reading strategy, reread?
  • Can you identify the rhythm, rhyme and repetition in the story, Bread Comes to Life?
  • Can you make connections between the story, Bread Comes to Life and the essential question?
  • What are the 2 spelling patterns for the long o sound?
  • Can you write sentences with the ‘o_e’ words?
  • Can you read the words ‘where’ and ‘look’?
  • Why is it important to to tell all of the steps in the correct order when you write?
  • Can you write a recipe?
  • Can you make a list of foods to brainstorm ideas for your recipe?
  • What is an adjective?
  • What does an adjective describe?
  • Can you count the number of syllables in a word?
  • Can you blend the syllables together to make a word?
  • Can you identify food made from grain words?
  • Can you use sentence clues to help you figure out a new meaning of a familiar word?
  • Why should you pay attention to the time order of events in a story?
  • Can you identify the time order of events in the story, Bread Comes to Life?
  • Can you find the text evidence in the story, Bread Comes to Life?
  • Can you retell the story, Bread Comes to Life?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the long o?
  • Can you predict what will happen in the story, “Look! A Home!” by looking at the illustrations?
  • Can you identify adjectives in a sentence?
  • What is a tale story?
  • Can you make connections between the stories, “Spider Woman Teaches the Navajo” and Bread Comes to Life?
  • Can you blend words with the long o and consonants?
  • Can you sort pictures between the long o and the short o sounds?
  • Can you prewrite your recipe?
  • Can you write a draft of your recipe?
  • How are directions used in a story?
  • Why are directions used in a story?
  • Can you make connections between all of the reading selections that were read this week?
  • Can you substitute a sound in a word to make a new word?
  • Can you write the letters long o, short o, t,f, long a, short a, v,l, long i when their sounds have been dictated?
  • Can you stress different words and change your voice when reading sentences that end with a period, a question mark or an exclamation point?
  • Can you revise your recipe?
  • Can you write the final draft of your recipe?
  • Can you make a fabric wall?
  • Can you make text to text, text to self, and text to world connections?
  • Can you discuss the different genres, reading strategies, and reading skills that were discussed this week?
  • Can you read words with the long o and consonants?
  • Can you write the letters n, long o, s,g,l,m,t,p, and k when their sounds are dictated?
  • Can you write the words nose, go, lone, mole, note, so poke, no when they are dictated?
  • Can you present your recipe?

Enduring Understandings

Students will understand:

  • Oral Vocabulary:  chores, contribute, member,organize, accomplish, citizen, respect tidy, necessary, hauled, natural resources, create, designs weave knowledge  
  • Phonological Awareness - syllable segmentation, generate rhyme, count and blend syllables
  • Category Words - household furniture, farm animals, foods made from grain
  • Vocabulary strategy - prefix, suffix, question words, sentence clues
  • Listening Comprehension
  • Connect to Concept - Growing Up, Good Citizens, Our Natural Resources
  • Concepts of Print - directionality and sentence, directionality and punctuality, Connecting spoken language to written text
  • Genre - fiction, informational text, fantasy, fable, Tale
  • Set a purpose for reading - title, author, illustrator, photograph
  • Strategy - ask and answer questions, reread
  • Make connections
  • Skill - plot/sequence, plot: cause and effect, Connections within text: sequence
  • Text evidence
  • Guided retelling
  • Text feature - chart, captions, directions
  • Text connections - text to text, text to self, text to world
  • Author’s Craft - rhythm, rhyme, and repetition
  • Word Work        
  • Phoneme Identity - long a (a_e), long i (i_e), long o (o_e)
  • Phonics a_e, i_e, o_e
  • Handwriting - sentences with ‘a_e, sentences with ‘i_e’, sentences with o_e words
  • High Frequency Words - help, too, play, has, where, look
  • Phoneme Blending
  • Phonics
  • Long a, long i,
  • Blend words with long ‘a’
  • Blend words with long a,n,m,e,t,c,v,d,g,f,p,k,l, and b
  • Word sorts - long a short a,
  • Blend words with long a, t,p,c,b,k,l, and f
  • Dictation with the letters - t,b,k,l,a, long a,j, and p
  • Read words with long a and consonants
  • Dictation - R, long a, t,b,k,s, and p.
  • Blend words with long i
  • Blend words with long i and consonants
  • Blend words with long i and l,n,f, and p
  • Dictation with the letters long i, b, short i, f,n, long a, v,l short a
  • Read words with long i and consonants
  • Dictation with the letters n, long i, b,l,k,h,d,f,v,m
  • Blend words with long o
  • Blend words with long o and consonants
  • Dictation with the letters long o, short o, t,f, long a, short a, v,l, long i
  • Read words with long o and consonants
  • Dictation n, long o, s,g,l,m,t,p,k,
  • Phoneme deletion
  • Phoneme substitution
  • Shared Read
  • Model skills and strategies - concepts of print, predict, read, reread
  • Fluency - accuracy and speed, intonation, expression
  • Writing
  • Writing Trait - word choice, organization
  • Write an opinion about a book - prewrite, brainstorm, draft, revise, final draft, present
  • Write a story - prewrite, brainstorm, draft, revise, final draft, present
  • Write a recipe - prewrite, brainstorm, draft, revise, final draft, present
  • Grammar
  • Adjectives - describing words
  • Research and Inquiry
  • Author study, citizenship poster, fabric wall
  • Choose a topic
  • Find resources
  • Keep track of ideas
  • Create the project
  • Share information

Know

 

By the end of this unit, students will know:

Oral Vocabulary

  • The definitions of chores, contribute,member, organize,accomplish, citizen, respect, tidy, necessary, hauled, natural resources, designs, weave, knowledge.
  • How to break up a word into syllables.
  • How to identify household furniture words
  • How to make a new word by adding a prefix to an existing word.
  • How to make a new word by adding a suffix to an existing word.
  • How to generate rhyming words.
  • How to identify farm animal words.
  • How to use question words when they don’t understand something or when they want to find out information.
  • The words who, what, where, when, why, and how are question words.
  • How to count and blend syllables.
  • How to identify foods made from grain words.
  • How to use sentence clues to figure out a new meaning of a familiar word.

Listening Comprehension

  • How to connect to the concept.
  • How to read a book by reading the left page before you read the right page.
  • How a sentence begins with an uppercase letter and ends with an ending mark.
  • How to count how many sentences are on a page.
  • How to identify the characteristics of a fiction story.
  • How to identify the title of a story.
  • What an author does.
  • What an illustrator does.
  • How to ask and answer questions as they read a story.
  • How to make connections to the story that is being read.
  • How to identify the characters, and setting of a story.
  • How to identify the sequence of events that takes place in a story.
  • How to identify the text evidence in a story.
  • How to retell a story after they have read it.
  • How to identify the characteristics of an informational text story.
  • How a chart is used in a story to organize information.
  • How to make text to text, text to self, and text to world connections.
  • How to read a book from left to right and top to bottom.
  • How to identify the characteristics of a fantasy story.
  • How to use the reading strategy reread when they are reading story.
  • How to identify the cause and effect in a story.
  • How to identify the characteristics of a fable story.
  • How captions are used in a story to give more information about a picture.
  • How to identify the front cover, back cover, and the title page of a book.
  • How an author uses rhythm, rhyme, and repetition to make the topic more interesting to read.
  • How to identify the rhythm, rhyme and repetition in a story.
  • How to identify the order of events (sequencing) in a story to help them understand what they are reading.
  • How to identify the characteristics in a tale story.
  • How directions are used in a story to tell you how something is made.

Shared Read

  • How to track the print in a book as you read the words.
  • How a sentence always starts with an uppercase letter and ends with a punctuation mark.
  • How to identify a complete sentence and count how many sentences are on a page.
  • How to predict what will happen in a story.
  • How to chorally read a story with their class.
  • How to read a story with confidence, accuracy, and speed.
  • How to identify a sentence boundary.
  • How to read a story with intonation by changing the tone of their voice.
  • How to segment letter sounds in a word.
  • How to read a story with expression or feeling by stressing different words in a sentence and changing their voice when reading a sentence that ends with a period, question mark, or exclamation point.

Word Work

  • How to identify the long a sound by using the spelling pattern ‘a_e’.
  • How to write sentences using words with the ‘a_e’ spelling pattern.
  • How to identify the sight words ‘help’ and ‘too’.
  • How to blend letter sounds together to make words.
  • How blend words with the long a.
  • How to blend words with the long a, n,m,e,t,c,v,d,g,f,p,k,l, and b.
  • How to do a word sort with the short a and long a letter sounds.
  • How to delete letters from a word to make a new word?
  • How to blend words with the letters long a, t,p,c,b,k,l, and f.
  • How to write the letters t,b,k,l,a, long a, j, and p when their sounds are dictated.
  • How to read words with the long a and consonants.
  • How to write the letters r, long a, t,b,k,s, and p.
  • How to identify the long i sound by using the spelling pattern ‘i_e’ pattern.
  • How to write sentences using words with the ‘i_e’ words spelling pattern.
  • How to identify the sight words ‘has’ and ‘play’.
  • How to blend words with the long i.
  • How to blend words with the long i and consonants.
  • How to a picture sort with the long i and short i letter sounds.
  • How to blend words with the long i, l,n,f, and p.
  • How to write the letters long i,b, short i, f,n, long a, v,l, and short a.
  • How to read words with the lon i and consonants.
  • How to write the letters n, long i,b,l,k,h,d,f,v, and m when their sounds are dictated.
  • How to identify the long o sound by using the spelling pattern ‘o_e’.
  • How to handwrite sentences with the ‘o_e’ words.
  • How to identify the sight words ‘where’ and ‘look’.
  • How to blend words with the long o sound.
  • How to blend words with the long o and consonants.
  • How to sort pictures using the long o and short o sounds.
  • How to substitute letter sounds in a word to make new words.
  • How to write the letters long o, short o, t,f, long a, short a, v,l, and long i when their sounds are dictated.
  • How to read words using the letters long o and consonants.
  • How to write the letters n, long o, s, g,l,m,t,p, and k when their sounds are dictated.

Writing

  • How to write an opinion about a book.
  • How to brainstorm ideas about books by making a list of books that they have read.
  • How to prewrite their opinion about a book.
  • How to revise their opinion about a book sentence.
  • How to write the final draft of their opinion about a sentence book.
  • How to present their opinion about a book sentence.
  • How to put their ideas in the correct order when they write a story.
  • How the story they write needs to have a beginning, middle, and end.
  • How to write a story.
  • How to brainstorm ideas for their story by making a list of story ideas.
  • How to prewrite their story.
  • How to write a draft of their story.
  • How to revise their story.
  • How to make a final draft of their story.
  • How to present their story.
  • When they write a story about how to do something, they need to write the steps in the correct order or  sequence.
  • How to write a recipe.
  • How to brainstorm ideas for their recipe by making a list of foods that need a recipe.
  • How to prewrite their recipe.
  • How to make a draft of their recipe.
  • How to revise their recipe.
  • How to write the final draft of their recipe.

Grammar

  • How an adjective is a describing word.
  • How an adjective describes a noun.
  • How to identify adjectives in a sentence.
  • How to pick the appropriate describing word to be used in a sentence.
  • How to choose an adjective to complete a sentence.

Research and Inquiry 

  • How to make an author study, citizenship poster, fabric wall.
  • How to choose a topic for their research project.
  • How to find resources for their research project.
  • How to keep track of their research project
  • How to create their project.

Do

By the end of this unit, students will be able to:

Oral Vocabulary

  • Identify the definitions of chores, contribute,member, organize,accomplish, citizen, respect, tidy, necessary, hauled, natural resources, designs, weave, knowledge.
  • Break up a word into syllables.
  • How to identify household furniture words
  • Make a new word by adding a prefix to an existing word.
  • Make a new word by adding a suffix to an existing word.
  • Generate rhyming words.
  • Identify farm animal words.
  • Use question words when they don’t understand something or when they want to find out information.
  • Understand the words who, what, where, when, why, and how are question words.
  • Count and blend syllables.
  • Identify foods made from grain words.
  • Use sentence clues to figure out a new meaning of a familiar word.

Listening Comprehension

  • Connect to the concept.
  • Read a book by reading the left page before you read the right page.
  • Understand how a sentence begins with an uppercase letter and ends with an ending mark.
  • Count how many sentences are on a page.
  • Identify the characteristics of a fiction story.
  • Identify the title of a story.
  • Understand what an author does.
  • Understand what an illustrator does.
  • Ask and answer questions as they read a story.
  • Make connections to the story that is being read.
  • Identify the characters, and setting of a story.
  • Identify the sequence of events that takes place in a story.
  • Identify the text evidence in a story.
  • Retell a story after they have read it.
  • Identify the characteristics of an informational text story.
  • Understand how a chart is used in a story to organize information.
  • Make text to text, text to self, and text to world connections.
  • Read a book from left to right and top to bottom.
  • Identify the characteristics of a fantasy story.
  • Use the reading strategy reread when they are reading story.
  • Identify the cause and effect in a story.
  • Identify the characteristics of a fable story.
  • Understand how captions are used in a story to give more information about a picture.
  • Identify the front cover, back cover, and the title page of a book.
  • Understand how an author uses rhythm, rhyme, and repetition to make the topic more interesting to read.
  • Identify the rhythm, rhyme and repetition in a story.
  • Identify the order of events (sequencing) in a story to help them understand what they are reading.
  • Identify the characteristics in a tale story.
  • Understand how directions are used in a story to tell you how something is made.

Shared Read

  • Track the print in a book as you read the words.
  • Understand how a sentence always starts with an uppercase letter and ends with a punctuation mark.
  • Identify a complete sentence and count how many sentences are on a page.
  • Predict what will happen in a story.
  • Chorally read a story with their class.
  • Read a story with confidence, accuracy, and speed.
  • Identify a sentence boundary.
  • Read a story with intonation by changing the tone of their voice.
  • Segment letter sounds in a word.
  • Read a story with expression or feeling by stressing different words in a sentence and changing their voice when reading a sentence that ends with a period, question mark, or exclamation point.

Word Work

  • Identify the long a sound by using the spelling pattern ‘a_e’.
  • Write sentences using words with the ‘a_e’ spelling pattern.
  • Identify the sight words ‘help’ and ‘too’.
  • Blend letter sounds together to make words.
  • Blend words with the long a.
  • Blend words with the long a, n,m,e,t,c,v,d,g,f,p,k,l, and b.
  • Do a word sort with the short a and long a letter sounds.
  • Delete letters from a word to make a new word?
  • Blend words with the letters long a, t,p,c,b,k,l, and f.
  • Write the letters t,b,k,l,a, long a, j, and p when their sounds are dictated.
  • Read words with the long a and consonants.
  • Write the letters r, long a, t,b,k,s, and p.
  • Identify the long i sound by using the spelling pattern ‘i_e’ pattern.
  • Write sentences using words with the ‘i_e’ words spelling pattern.
  • Identify the sight words ‘has’ and ‘play’.
  • Blend words with the long i.
  • Blend words with the long i and consonants.
  • Do a picture sort with the long i and short i letter sounds.
  • Blend words with the long i, l,n,f, and p.
  • Write the letters long i,b, short i, f,n, long a, v,l, and short a.
  • Read words with the lon i and consonants.
  • Write the letters n, long i,b,l,k,h,d,f,v, and m when their sounds are dictated.
  • Identify the long o sound by using the spelling pattern ‘o_e’.
  • Handwrite sentences with the ‘o_e’ words.
  • Identify the sight words ‘where’ and ‘look’.
  • Blend words with the long o sound.
  • Blend words with the long o and consonants.
  • Sort pictures using the long o and short o sounds.
  • Substitute letter sounds in a word to make new words.
  • Write the letters long o, short o, t,f, long a, short a, v,l, and long i when their sounds are dictated.
  • Read words using the letters long o and consonants.
  • Write the letters n, long o, s, g,l,m,t,p, and k when their sounds are dictated.

Writing

  • Write an opinion about a book.
  • Brainstorm ideas about books by making a list of books that they have read.
  • Prewrite their opinion about a book.
  • Revise their opinion about a book sentence.
  • Write the final draft of their opinion about a sentence book.
  • Present their opinion about a book sentence.
  • Understand the need to put their ideas in the correct order when they write a story.
  • Understand how the story they write needs to have a beginning, middle, and end.
  • Understand how to write a story.
  • Brainstorm ideas for their story by making a list of story ideas.
  • Prewrite their story.
  • Write a draft of their story.
  • Revise their story.
  • Make a final draft of their story.
  • Present their story.
  • When they write a story about how to do something, they need to write the steps in the correct order or  sequence.
  • Write a recipe.
  • Brainstorm ideas for their recipe by making a list of foods that need a recipe.
  • Prewrite their recipe.
  • Make a draft of their recipe.
  • Revise their recipe.
  • Write the final draft of their recipe.

Grammar

  • Understand how an adjective is a describing word.
  • Understand how an adjective describes a noun.
  • Identify adjectives in a sentence.
  • Pick the appropriate describing word to be used in a sentence.
  • Choose an adjective to complete a sentence.

Research and Inquiry 

  • Make an author study, citizenship poster, fabric wall.
  • Choose a topic for their research project.
  • Find resources for their research project.
  • Keep track of their research project
  • Create their project.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Chromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Reading

Writing & Language

Speaking and Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

RL.K.4. Ask and answer questions about unknown words in a text.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

RL.K.5. Recognize common types of texts (e.g., storybooks, poems).

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.K.1.A. Print many upper- and lowercase letters. L.K.1.B. Use frequently occurring nouns and verbs. L.K.1.C. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

L.K.1.D. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). L.K.1.E. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.1.F. Produce and expand complete sentences in shared language activities.

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2.A. Capitalize the first word in a sentence and the pronoun I L.K.2.B. Recognize and name end punctuation. L.K.2.C. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

L.K.2.D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. L.K.4.A. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.4.B. Use the most frequently occurring affixes (e.g., -ed, -s, -ing) as a clue to the meaning of an unknown word.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

L.K.5.D. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.5. Identify the front cover, back cover, and title page of a book.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.1. Demonstrate understanding of the organization and basic features of print.

RF.K.1.B. Recognize that spoken words are represented in written language by specific sequences of letters.

RF.K.1.D. Recognize and name all upper- and lowercase letters of the alphabet.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). A. Recognize and produce rhyming words. B. Count, pronounce, blend, and segment syllables in spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT


Unit Title

Unit 10. Thinking outside the box

Timeframe 

# of Days/Weeks Anticipated

3 weeks

Unit Summary

Short description of overall purpose of the unit, including overview of expected outcomes for student learning.

In this unit the children will discuss problem solving. They will be asked how they come up with new ideas and if they like to work alone or in a group.  The children will need to think of specific types of problem solving, such as schoolwork, organization, and protecting the environment.  Finally the children will be discussing different times they needed help to solve a problem.

Learning Targets

Essential Questions

Week 1: Essential Question - What can happen when we work together?

  • What is the definition of decide, opinion, ragged, marvel, grateful?
  • How do you read the words in a book?
  • What is a fantasy story?
  • Who wrote the words in the book, What’s the Big Idea Molly?
  • Who drew the pictures in the book, What’s the Big Idea Molly?
  • Can you make a prediction of what will happen in a story?
  • Can you confirm or revise your prediction?
  • Can you make connections between the story, What’s the Big Idea Molly, and the essential question?
  •  What is the ‘u-e’ spelling pattern for making the long ‘u’ sound?
  • Can you write, ‘u_e’ words?
  • Can you read the sight words, ‘good’ and ‘who’?
  • How does a writer make their stories come alive?
  • Can you write a story with dialogue?
  • Can you brainstorm ideas for your dialogue by making a list of times when you worked together with others to solve a problem?
  • What is a pronoun?
  • Can you identify the pronoun and the noun it replaced?
  • Can you segment words into syllables?
  • Can you identify question words?
  • Can you use sentence clues to help find out what a words means in a sentence?
  • How are the events in a story told?
  • Can you use sequence words to identify the events that happened in the story, What’s the Big Ideas Molly?
  • Can you identify the text evidence in the story, What’s the Big Idea Molly?
  • Can you blend letter sounds together to make words?
  • Can you blend words with the long u?
  • What does a sentence begin with?
  • What does a sentence end with?
  • Can you count how many sentences are on a page?
  • Can you predict what will happen in the story, “A Good Time for Luke”, by reading the title and looking at the illustration?
  • Can you read the story, “A Good Time for Luke” together with your class?
  • What is a tale story?
  • Can you make a connection between the stories, “The Elves and the Shoemakers” and What’s the Big Ideas Molly?
  • Can you blend words with the long u, and consonants?
  • Can you do a picture sort with the long u and short u?
  • Can you prewrite your story with a dialogue?
  • Can you write a draft for your story with a dialogue
  • Can you identify the noun in a sentence that can be replaced by a pronoun?
  • What is a fiction story?
  • What is a speech bubble?
  • Can you make connections between all the stories that were read this week?
  • Can you change a letter in a word to make a new word?
  • Can you write the letters long u, long o, long i, long a, y, z, and j when the sounds are dictated?
  • Can you read a story with expression by looking a the punctuation at the end of the sentence to tell you how to change the tone of your voice?
  • Can you revise your story with dialogue?
  • Can you write the final draft of your story with dialogue?
  • Can you make a problem solving poster?
  • Can you make text to text, text to self, and text to world connections?
  • Can y review all the different genres, reading strategies and reading skills that were discussed this week?
  • Can you read words with the long a, long i, long o, and long u?
  • Can you write the letters long u, long o, long i, long a, y, z, and j when their sounds are dictated?
  • Can you present your story with dialogue?

Week 2:  Essential Question - In what ways are things alike? How are they different?

  • What are the definitions of the words sort, similar, perfect, endless, experiment.
  • How do you read the words on a page?
  • How do you track the print when you read?
  • What is a fiction story?
  • Who wrote the words in the story, All Kinds of Families?
  • Who drew the pictures in the story, All Kinds of Families?
  • What is the reading strategy, ask and answer questions?
  • Can you make connections between the story, All Kinds of Families and the essential question?
  •  What is the ‘ee’ spelling pattern for making the long ‘e’ sound?
  • Can you write words with the ‘ee’ and ‘e_e’ spelling pattern?
  • Can you read the sight words ‘come’ and ‘does’?
  • Can you write a thank you note?
  • What is a pronoun?
  • Which pronoun would you use to replace a noun in  a sentence?
  • Can you blend the onset and rime of different words?
  • Can you name opposite words?
  • What is an antonym?
  • Can you identify antonyms in a sentenc?
  • Where can you find details in a story?
  • Can you find the text evidence in the story, All Kinds of families?
  • Can you retell the story, All Kinds of Families?
  • Can you blend words with the long e (ee pattern)?
  • How are spoken words represented in written language?
  • When does a sentence end?
  • Can you predict what will happen in the story, “We Come on Time!”
  • What is an informational text story?
  • Can you make connections between the stories, “The Perfect Color” and All Kinds of Families!?
  • Can you blend words with the letters long e, d,f,p, and l?
  • Can you do a picture sort with the letters long e (ee) and short e?
  • Can you prewrite your thank you note?
  • Can you write a draft of your thank you note?
  • What do labels do in a story?
  • Can you make connections between all of the reading selections that were read this week?
  • Can you blend words with the long e, d,f,m,s, and t.
  • Can you write the letters long e, long u, long o, long i, long a, s,f,t,k,p, and m when the letter sounds are dictated?
  • Can you read a story with intonation by changing the tone of your voice as you read sentences that end with a period or an exclamation point?
  • Can you revise your thank you note?
  • Can you write the final draft of your thank you note?
  • Can you make a sorting chart?
  • Can you make text to text connections, text to self, and text to world connections?
  • Can you review the genres, reading strategies, and reading skills that were read this week?
  • Can you read words with the long e and consonants?
  • Can you write the letters long e, long u, long o, long i, long a, s,f,t,k,p, and m when the sounds are dictated?
  • Can you present your thank you note to the class?

Week 3: Essential Question - What ideas can you suggest to protect the environment?

  • What are the definitions of environment, protect, recycle, wisely, encourage?
  • Can you identify the front cover, back cover, and title page of a book?
  • How do you read the words in a book?
  • What makes up words?
  • What is an informational text story?
  • Who is the author of the story, Panda Kindergarten?
  • What does the author do?
  • Who is the photographer of the story, Panda Kindergarten?
  • What does the photographer do?
  • What is the reading strategy, ‘reread’?
  • Can you make connections between the story, Panda Kindergarten and the essential question?
  • Can you segment the different sounds in words?
  • Can you identify the long a, long i, and long o sounds using the a_e, i_e, and o_e spelling patterns?
  • Can you write sentences with the long a, long i, long o, long u and long e?
  • Can you read the words help, too, play, had, where, look, who, good, come, does?
  • What is a writer’s ‘voice’?
  • Can you write an opinion poster?
  • What is a pronoun?
  • Can you identify the alliteration in the poem, “Hurt No Living Thing”?
  • Can you identify baby animal words?
  • Can you add word parts to the beginning or end of a word to change the word’s meaning?
  • What is the ‘main topic’ of a story?
  • What is the main topic and key details in the story, Panda Kindergarten?
  • Can you find the text evidence in the story, Panda Kindergarten?
  • Can you retell the story, Panda Kindergarten?
  • Can you segment the letter sounds in different words?
  • Can you blend words with the letters long u and long e?
  • Can you count how many words are in a sentence?
  • Can you identify which sentence is long and which sentence is short?
  • Can you predict what will happen in the story, Who Can Help?, by reading the title and looking at the pictures?
  • Can you make connections between the story “Protect the Environment” and Panda Kindergarten?
  • Can you blend letter sounds together to make words?
  • Can you blend words with long a, long e, long i, long o, and long u?
  • Can you sort pictures using the letters long i, long a, long e, and long o?
  • Can you prewrite your opinion poster?
  • Can you write a draft of your opinion poster?
  • Can you identify the pronouns in a sentence?
  • What is the purpose of captions in a story?
  • Can you make connections between all the reading strategies that were read this week?
  • Can you change letters in a word to make a new word?
  • Can you write the letters long e, long u, long o, long i, long a,m,f,j,r,k,d, and t when their sounds are dictated?
  • Can you read a story with expression by changing your voice when reading sentences that end with a period, a question mark, or an exclamation point?
  • Can you revise your opinion poster?
  • Can you write the final draft of your opinion poster?
  • Can you make a poster for an Earth display?
  • Can you make text to text, text to self, and text to world connections?
  • Can you review all the different genres, reading strategies, and reading skills that were discussed this week?
  • Can you read words with the letters long a, long e, long i, long o, and long u?
  • Can you present your opinion poster to the class?

Enduring Understandings

By the end of this unit, students will understand:

Oral Vocabulary:  decide, opinion, ragged, marvel, grateful, sort, similiar, perfect, endless, experiment, environment, protect, recycle, wisely, encourage

  • Phonological awareness - segmenting syllables, onset/rime blending, alliteration,
  • Category words - question words, opposites, baby animals
  • Vocabulary strategy - sentence clues, antonyms, word parts

LIstening Comprehension

  • Connect to concept - Problem Solvers, Sort it out, Protect our Earth
  • Concepts of print -  directionality and sentences, directionality and letters, directionality and words  
  • Genre - fantasy, tale, fiction, informational text
  • Set a purpose for reading - title, author, illustrator, photographer
  • Strategy - make confirm revise prediction, ask and answer questions, reread
  • Make connections
  • Respond to reading
  • Skill - character setting plot: sequence, key details, main topic and key details
  • Text evidence
  • Guided retelling
  • Text feature - speech bubbles, labels, captions
  • Text connections - text to text, text to self, text to world
  • Author’s craft - organization

Shared Read

  • Model skills and strategies - concepts of print, predict, read, reread
  • Fluency - expression, intonation, expression

Word Work

  • Phoneme identity - u_e, ee,
  • Phonics - u_e, ee, long a (a -e), long i (i_e), long o (o_e)
  • Blend words with long u
  • Blend words with long u and consonants
  • Dictation - long u, long o, long i, long a, y,z,j
  • Read words -  long a, long i, long o, long u
  • Dictation - long u, long o, long i, long a, y,z,j
  • Blend words with long e
  • Blend words with long e, d,f,p,l
  • Blend words with long e,d,f,m,s,t
  • Dictation - long e, long u, long o, long a, s,f,t,k,p,m
  • Read words with long and consonants
  • Blend words with long u and long e
  • Blend words with long a, long e, long i, long o, long u, t,p,l,,b,k,g,m
  • Dictation - long e, long u, long o, long i, long a, m,f,j,r,k,d,t
  • Read words with long a, long e, long i, long o, long u
  • Dictation - long a, long e, long i, long o, long u t,p,l,k
  • Handwriting - u_e words,- words with e, ee, e_e,  - write sentences with long a, long i, long e, long o, long u
  • High frequency words -good, who, come, does, help,too, play, has, where, look
  • Phoneme blending
  • Phoneme substitution
  • Picture sort - long e and short e, - long a and long i, - long o and long u
  • Phoneme segmentation

Writing

  • Writing trait - word choice, voice
  • Write a story with dialogue - prewrite, brainstorm, draft, revise, final draft, present
  • Write a thank you note - prewrite, brainstorm, draft, revise, final draft, present
  • Write an opinion poster - prewrite, brainstorm, draft, revise, final draft, present

Grammar

  • Pronouns

Research and Inquiry

  • Make a problem solving poster - make a sorting chart - make an Earth display poster
  • Choose a topic
  • Find resources
  • Keep track of ideas
  • Create the project
  • Share information

Know

By the end of this unit, students will know:

Oral Vocabulary:

  • The definition of decide, opinion, ragged, marvel, grateful, sort, similar, perfect, endless, experiment, environment, protect, recycle, wisely, encourage.
  • How to  segment words into syllables.
  • How to identify question words, opposite words, baby animal words.
  • How to use sentence clues to help them understand unfamiliar words in a sentence.
  • How to blend the onset and rime of a word.
  • That antonyms are opposites.
  • How to identify opposites in a sentence.
  • How to identify alliteration in a poem.
  • How word parts added to the beginning or end of a words changes a word’s meaning.
  • How to use the suffix-ing at the end of a word.

Listening Comprehension

  • How to connect to the concept.
  • How to read the words in the story from left to right and top to bottom.
  • How to track the words with their finger as the read that word.
  • The characteristic of a fantasy story.
  • What an author does?
  • How to identify the author of a story.
  • What an illustrator does?
  • How to identify the illustrator of a story.
  • How to make a prediction of a story, confirm that prediction, or revise that prediction as they read the story.
  • How to respond to a reading
  • How to make connections between readings.
  • How to identify the sequence of a story while they are reading that story.
  • How to retell a story.
  • How to find the text evidence in a story.
  • The characteristics of a tale story.
  • The characteristics of a fiction story.
  • How a speech bubble is used in a story to tell what a character is saying.
  • How to make text to text, text to self, and text to world connections.
  • How to track words with their finger as they are reading the words.
  • How to ask and answer questions while they read to help them better understand the story.
  • How to find the key details of a story from its text and illustrations.
  • The characteristics of an informational text story?
  • How labels in a story provides more information about photographs or graphics.
  • How to identify the parts of a book.
  • What the job of a photographer is in a story.
  • How to identify the photographer in a story.
  • How an informational text author has to organize the information he uses in a story in an order that makes sense.
  • How the main topic is the most important ideas in the story.
  • How the key details in a story tells more about the main topic.
  • How captions in a story give more information about the story’s topic and the photographs that they are next to.

Shared Read

  • How to track the print in a story with their finger as they read the words.
  • How a sentence begins with an uppercase letter and ends with a punctuation mark at the end of the sentence.
  • How to count how many sentences are on a page.
  • How to chorally read a story with their classmates.
  • How to read a story with expression by looking at the punctuation at the end of sentences.
  • How words are made with a specific sequence of letters and letter sounds.
  • How to predict what is going to happen in a story by looking at the illustrations.
  • How to change the tone of their voice as they read sentences that end with a period or an exclamation point.
  • How to identify long and short sentences.
  • How to identify a sentence that begins on one line and and continues on to the next line.
  • How to read a story with expression by stressing different words and changing their voice when reading sentences that end with a period, question mark, or exclamation point.

Word Work

  • How to identify the long u sound in words.
  • How the long u sound can be attained with the u_e spelling pattern.
  • How to identify the long u sound in words that have the ‘u_e’ spelling pattern.
  • How to write u_e  words.
  • How to read the words, ‘good’ and ‘who’.
  • How to blend letter sounds together to make words.
  • How to blend words with the long u.
  • How to blend words with the long u and consonants.
  • How to sort pictures using the long u and short us sounds.
  • How to change letter sounds in a word  to make a new word.
  • How to write the letters long u, long o, long i, long a, y,z, and j when the letter sounds are dictated them.
  • How to change the middle sounds in a word to make a new word.
  • How to read words with the long a, long i, long o and long u.
  • How to identify the long e sound in words.
  • How the long e sound can be attained with the e, e_e, and ee spelling patterns.
  • How to write words with the e, ee, e_e spelling patterns.
  • How to read the words ‘come’ and ‘does’.
  • How to blend words with the long e.
  • How to blend words with long e, f,f,p, and l.
  • How to sort pictures using the long e and short e sounds.
  • How to blend words with long e,d,f,m,s, and t.
  • How to write the letters long e, long u, long o, long i, long a, s,f,t,k,p, and m when the sounds have been dictated.
  • How to blend words with the long e and consonants.
  • How to segment the sounds in different words.
  • How to identify the long a, long i and long o sound in different words.
  • How to write sentences with the long a, long,i, long o, long u, and long e.
  • How to read the words help, too, play, has, where, look, who, good, come, does.
  • How to blend words with the long u and long e.
  • How to blend words with the long a, long e, long i, long o, and long u.
  • How to sort pictures between the long a and long i letter sounds and the long e and long u letter sounds.
  • How to write the letters long e, long u, long o, long i, long a, m, d, and t when the sounds have been dictated.
  • How to read words with the long a, long e, long i, long o, and long u.
  • How to write the letters long e, long u, long o, long i, long a, t,p,l,k,g,m, and b when the sounds have been dictated.

Writing

  • How to choose words when they are writing that makes their stories come alive.
  • How to write a story with dialogue.
  • How to make a list to brainstorm ideas for their story with dialogue.
  • How to prewrite their story with dialogue.
  • How to write a draft of their story with dialogue.
  • How to revise their story with dialogue.
  • How to write the final draft of their story with dialogue.
  • How to present their story with dialogue to their classmates.
  • How writers choose words that will describe how they feel in interesting and different ways.
  • How to write a thank you note.
  • How to make a list of ideas for their thank you note.
  • How to prewrite their thank you note.
  • How to make a draft of their thank you note.
  • How to revise their thank you note.
  • How to write a final draft of their thank you note.
  • How to present your thank you note.
  • How a writer has a voice when they write.
  • How a writer’s voice comes from the words that he chooses to write.
  • How to write and opinion poster.
  • How to make a list of topics to brainstorm ideas for their opinion poster.
  • How to prewrite their opinion poster.
  • How to write a draft of their opinion poster.
  • How to revise their opinion poster.
  • How to write the final draft of their opinion poster.
  • How to present their opinion poster to their classmates.

Grammar

  • How to identify a pronoun in a sentence.
  • How to replace a noun with the correct pronoun.
  • How the pronoun I is always capitalized.

Research and Inquiry

  • How to make a problem solving poster, sorting chart, poster.
  • How to choose a topic for your research project.
  • How to find resources for your research project.
  • How to keep track of your research project.
  • How to create your research project.
  • How to share their project with their class.

Do

By the end of this unit, students will be able to:

  •  Identify the definition of decide, opinion, ragged, marvel, grateful, sort, similar, perfect, endless, experiment, environment, protect, recycle, wisely, encourage.
  • Segment words into syllables.
  • Identify question words, opposite words, baby animal words.
  • Use sentence clues to help them understand unfamiliar words in a sentence.
  • Blend the onset and rime of a word.
  • Understand that antonyms are opposites.
  • Identify opposites in a sentence.
  • Identify alliteration in a poem.
  • Understand that word parts added to the beginning or end of a words changes a word’s meaning.
  • Use the suffix-ing at the end of a word.

Listening Comprehension

  • Connect to the concept.
  • Read the words in the story from left to right and top to bottom.
  • Track the words with their finger as the read that word.
  • Identify the characteristic of a fantasy story.
  • Understand what an author does?
  • Identify the author of a story.
  • Understand what an illustrator does?
  • Identify the illustrator of a story.
  • Make a prediction of a story, confirm that prediction, or revise that prediction as they read the story.
  • Respond to a reading
  • Make connections between readings.
  • Identify the sequence of a story while they are reading that story.
  • Retell a story.
  • Find the text evidence in a story.
  • Identify the characteristics of a tale story.
  • Identify the characteristics of a fiction story.
  • Understand that a speech bubble is used in a story to tell what a character is saying.
  • Make text to text, text to self, and text to world connections.
  • Track words with their finger as they are reading the words.
  • Ask and answer questions while they read to help them better understand the story.
  • Find the key details of a story from its text and illustrations.
  • Identify the characteristics of an informational text story?
  • Understand how labels in a story provides more information about photographs or graphics.
  • Identify the parts of a book.
  • Understand what the job of a photographer is in a story.
  • Identify the photographer in a story.
  • Understand how an informational text author has to organize the information he uses in a story in an order that makes sense.
  • Understand that the main topic is the most important idea in the story.
  • Understand that the key details in a story tells more about the main topic.
  • Understand that captions in a story give more information about the story’s topic and the photographs that they are next to.

Shared Read

  • Track the print in a story with their finger as they read the words.
  • Understand how a sentence begins with an uppercase letter and ends with a punctuation mark at the end of the sentence.
  • Count how many sentences are on a page.
  • Chorally read a story with their classmates.
  • Read a story with expression by looking at the punctuation at the end of sentences.
  • Understand how words are made with a specific sequence of letters and letter sounds.
  • Predict what is going to happen in a story by looking at the illustrations.
  • Understand how to change the tone of their voice as they read sentences that end with a period or an exclamation point.
  • Identify long and short sentences.
  • Identify a sentence that begins on one line and and continues on to the next line.
  • Read a story with expression by stressing different words and changing their voice when reading sentences that end with a period, question mark, or exclamation point.

Word Work

  • Identify the long u sound in words.
  • Understand how the long u sound can be attained with the u_e spelling pattern.
  • Identify the long u sound in words that have the ‘u_e’ spelling pattern.
  • Write u_e  words.
  • Read the words, ‘good’ and ‘who’.
  • Blend letter sounds together to make words.
  • Blend words with the long u.
  • Blend words with the long u and consonants.
  • Sort pictures using the long u and short us sounds.
  • Change letter sounds in a word  to make a new word.
  • Write the letters long u, long o, long i, long a, y,z, and j when the letter sounds are dictated them.
  • Change the middle sounds in a word to make a new word.
  • Read words with the long a, long i, long o and long u.
  • Identify the long e sound in words.
  • Understand that the long e sound can be attained with the e, e_e, and ee spelling patterns.
  • Write words with the e, ee, e_e spelling patterns.
  • Read the words ‘come’ and ‘does’.
  • Blend words with the long e.
  • Blend words with long e, f,f,p, and l.
  • Sort pictures using the long e and short e sounds.
  • Blend words with long e,d,f,m,s, and t.
  • Write the letters long e, long u, long o, long i, long a, s,f,t,k,p, and m when the sounds have been dictated.
  • Blend words with the long e and consonants.
  • Segment the sounds in different words.
  • Identify the long a, long i and long o sound in different words.
  • Write sentences with the long a, long,i, long o, long u, and long e.
  • Read the words help, too, play, has, where, look, who, good, come, does.
  • Blend words with the long u and long e.
  • Blend words with the long a, long e, long i, long o, and long u.
  • Sort pictures between the long a and long i letter sounds and the long e and long u letter sounds.
  • Write the letters long e, long u, long o, long i, long a, m, d, and t when the sounds have been dictated.
  • Read words with the long a, long e, long i, long o, and long u.
  • Write the letters long e, long u, long o, long i, long a, t,p,l,k,g,m, and b when the sounds have been dictated.

Writing

  • Choose words when they are writing that makes their stories come alive.
  • Write a story with dialogue.
  • Make a list to brainstorm ideas for their story with dialogue.
  • Prewrite their story with dialogue.
  • Write a draft of their story with dialogue.
  • Revise their story with dialogue.
  • Write the final draft of their story with dialogue.
  • Present their story with dialogue to their classmates.
  • Understand how writers choose words that will describe how they feel in interesting and different ways.
  • Write a thank you note.
  • Make a list of ideas for their thank you note.
  • Prewrite their thank you note.
  • Make a draft of their thank you note.
  • Revise their thank you note.
  • Write a final draft of their thank you note.
  • Present your thank you note.
  • Understand how a writer has a voice when they write.
  • Understand how a writer’s voice comes from the words that he/she chooses to write.
  • Write an opinion poster.
  • Make a list of topics to brainstorm ideas for their opinion poster.
  • Prewrite their opinion poster.
  • Write a draft of their opinion poster.
  • Revise their opinion poster.
  • Write the final draft of their opinion poster.
  • Present their opinion poster to their classmates.

Grammar

  • Identify a pronoun in a sentence.
  • Replace a noun with the correct pronoun.
  • Understand how the pronoun I is always capitalized.

Research and Inquiry

  • Make a problem solving poster, sorting chart, poster.
  • Choose a topic for your research project.
  • Find resources for your research project.
  • Keep track of your research project.
  • Create your research project.
  • Share their project with their class.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades K-2

Beginning Writer's Rubric: Illustrated

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Interactive Group Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Learning goals will be met via a variety of activities that will engage learners.  Some learning activities that may be utilized are:  whole group instruction, small group instruction, guided reading, writing workshop, peer conferencing, oral presentations, read alouds, online programs and games, Google Classroom, Seesaw, independent reading, close reading, reader’s theater, literacy/grammar games, and diagrams/charts.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop Big Books
  • Literature Big Books
  • Reading/Writing Workshop Little Books
  • Leveled Readers
  • Interactive Read-Aloud Cards
  • Retelling Cards
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Tradebooks

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Phonics first letter cards

Phonics first blending board

Phonics first vowel sticks

Phonics first sand trays

Razz kids

Letter boards

Scoopin up sight words

Kidwriting

Journals

Spacemen

Writing by Design (Book)

Equipment

Cromebooks/IPads/Laptops

Smartboards

Student White Boards

Supplemental Resources

Newsela 

Word Building Cards

Sound Spelling Cards

High-Frequency Word Cards

Photo Cards  

Interactive Games

Teaching Posters

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking & Listening

RL.K.1. With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how).

W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). B. Continue a conversation through multiple exchanges.

RL.K.2. With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

RL.K.3. With prompting and support, identify characters, settings, and major events in a story.

W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

RL.K.4. Ask and answer questions about unknown words in a text.

W.K.5. With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details).

W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.

RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. D. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

RL.K.10. Actively engage in group reading activities with purpose and understanding.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Capitalize the first word in a sentence and the pronoun I. D. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

RI.K.1. With prompting and support, ask and answer questions about key details in a text.

L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. A. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). B. Use the most frequently occurring affixes (e.g., -ed, -s, -ing) as a clue to the meaning of an unknown word.

RI.K.2. With prompting and support, identify the main topic and retell key details of a text.

L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings C. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.

RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10. Actively engage in group reading activities with purpose and understanding.

RF.K.1. Demonstrate understanding of the organization and basic features of print.

RF.K.1.B. Recognize that spoken words are represented in written language by specific sequences of letters.

RF.K.1.D. Recognize and name all upper- and lowercase letters of the alphabet.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). B. Count, pronounce, blend, and segment syllables in spoken words. C. Blend and segment onsets and rimes of single-syllable spoken words. D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) E. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. B. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. C. Read high-frequency and sight words with automaticity. D. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot).

RF.K.4. Read emergent text with one-to-one correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for purpose and understanding.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

K-2 Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.

 

  • Select and use applications effectively and productively.

8.1.2.A.2. Create a document using a word processing application.

8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).

8.1.2.A.5 Enter information into a spreadsheet and sort the information.

8.1.2.A.6 Identify the structure and components of a database.

8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.2.F.1 Use geographic mapping tools to plan and solve problems.

Modifications/Accommodations

(IEPs, ELLs, 504s, GT & Basic Skills )

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT