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Grade K

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Reading Concept

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LA 0.1.1 KNOWLEDGE OF PRINT: Students will demonstrate knowledge of the concepts of print.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.1.1aIdentify variations in print (e.g., font, size, bold, italic, upper/lower case)IdentifyVariations in PrintPrint carries meaning. Why do words/letters look different? knowledgeTheme 7 - T103Teacher Observation

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comprehen1 recallTheme 8 - 46, 47, 151, 160, 161Individual Turns

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application2 skillsTheme 10 - 47, 59

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analysis3 strategicSmall group reading instruction

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synthesis4 extended

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eval

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LA 0.1.1b Explain that the purpose of print is to carry information (e.g., environmental print, names)ExplainPurpose of PrintPrint carries meaning. Why do we have letters and words (print)? KnowledgeTheme 1 - W7, W9, W11, W13, W15, W19, W21,Teacher Observation

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comprehen1 recallW25Individual Turns

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.1cDemonstrate voice to print match (e.g., student points to print as someone reads)DemonstrateVoice to print matchPrint carries meaning. Why do I have you point to words?KnowledgeTheme 4 - T104, T105, T1170.1.1 Concept of Print Report Card Assessment

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comprehen1 recallTheme 5 - T151, T161, T170Teacher Obsesrvation Small Group Reading

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.1dLA 0.1.1.d Demonstrate understanding that words are made up of letters DemonstrateUnderstanding that words are made up of lettersPrint carries meaning. What is a word?knowledgeTheme 7 - 46, 47, 59, 103, 119, 153, 163, 172Spelling Assessment

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comprehen1 recallTheme 9 - 45, 47, 105

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application2 skillsSRA Phonemic Awareness Book

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.1eIdentify parts of a book (e.g., cover, pages, title, author, illustrator)knowledgeSaxon Phonics Day 3 lessons0.1.1 Concept of Print Report Card Assessment

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comprehen1 recallHoughton Mifflin Day 3 lessonsTeacher Observation

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.1fDemonstrate knowledge that print reads from left to right and top to bottom MasteryDemonstrateKnowledge that print reads from left to right and top to bottomPrint carries meaning. Show or tell me what direction print reads from? From what direction fo we read print? (show or tell me)knowledgeTheme 1- T39, T41, T53, T87, T101, T134,T144-145

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comprehen1 recallTheme 8- T59, 103, 105, 117, 170 0.1.1 Concept of Print Report Card Assessment

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application2 skillsSmall group reading instructionSRA Phonemic Awareness Assessment

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analysis3 strategicSRA Phomemic Awareness Book

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synthesis4 extended

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eval

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LA 0.1.1g Identify punctuation (e.g., period, exclamation mark, question mark)IdentifyPunctuationPrint carries meaning. What are the punctuation marks? Why do we use punctuation?knowledgeTheme 2 - T46, T59, T104, T117, T170, T171Individual turns

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comprehen1 recallTheme 3 - T46, T61, T105, T107, T121, T174Journaling

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application2 skillsTheme 6 - T45, 59, 104, 117, 161, 170-171

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analysis3 strategicTheme 10 - 107, 119. 153, 163, 172, 173

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synthesis4 extended

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eval

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Reading Concept

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LA 0.1.2 PHONOLOGICAL AWARENESS: Students will demonstrate phonological awareness through oral activities.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know- nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.1.2.a Segment spoken sentences into words MasterySegmentSpoken sentences into wordsA word is made up of sounds and syllables. What is a sentence?knowledgeSaxon Phonics- Lessons 7, 8, 30, 38, 57, 67, 75SRA Phonemic Awareness Assessment

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comprehen1 recallSRA Phonemic Awareness BookListen & Learn Phonemic Awareness Activity Program

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.2.b Identify and produce oral rhymes MasteryIdentify and ProduceOral RhymesA word is made up of sounds and syllables. How do we know words rhyme?KnowledgeSaxon Phonics- Lessons 5, 6, 12, 36, 53, 670.1.2b Phonological Awareness Report Card Assessment

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comprehen1 recallSRA Phonemic Awareness Assessment

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application2 skills

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analysis3 strategicSRA Phomemic Awareness Book

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synthesis4 extended

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eval

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LA 0.1.2.c Blend and segment syllable sounds in spoken words (e.g., cupcake, birthday)Blend and SegmentSyllable sounds in spoken wordsA word is made up of sounds and syllables. What is a syllable? How do we read big words?KnowledgeTheme - 9, 25, 33, 43, 59, 67, 83, 93, 103, 117, SRA Phonemic Awareness Assessment

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comprehen1 recall125, 141, 151, 161, 171, 179Saxon Phonics Assessment

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application2 skillsSRA Phonemic Awareness BookIndividual Turns

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analysis3 strategicSaxon Phonics- Lessons 30, 31,32, 40, 51, 85, 35

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synthesis4 extended63

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eval

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LA 0.1.2.d Blend spoken onsets and rimes to form simple words (e.g., v-an, gr-ab) MasteryBlendSpoken onsets and rimes to form simple wordsA word is made up of sounds and syllables. How do we read words?knowledgeTemplate #4 Rdg 1st- Theme 3 - 25, 33, 43, 59, 67,SRA Phonemic Awareness Assessment

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comprehen1 recall83, 93, 103, 119, 127, 143, 153, 163, 173Spelling Assessment

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application2 skillsTheme 4 - 25, 33, 43, 57, 65, 81, 91, 101, 115, 123Lakeshore onset/rime assessment

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analysis3 strategic139, 149, 159, 169, 177

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synthesis4 extendedSRA Phomemic Awareness Book

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evalSee below or on back

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LA 0.1.2.e Segment onsets and rimes orally (e.g., v-an, gr-ab) MasterySegmentOnsets and rimes orallyA word is made up of sounds and syllables. Why do we segment words?knowledgeTheme 3 - 25, 33, 43, 59, 67, 83, 93, 103, 119, 127SRA Phonemic Awareness Assessment

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comprehen1 recall143, 153, 163, 173, Theme 4- 25, 33,43, 57, 65, 81, 91 , 101Individual Turns

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application2 skills115, 123, 139, 149, 159, 169, 177 Theme 7- 33, 42, 57, 65,

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analysis3 strategic81, 91, 101, 117, 125,141, 151, 161 170, 179

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synthesis4 extendedSRA Phomemic Awareness Book

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evalSaxon Phonics

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LA 0.1.2.f Blend phonemes in spoken words (e.g., beginning, middle, and ending sounds; recognize same sounds in different words) MasteryBlendPhonemes in spoken wordsA word is made up of sounds and syllables. How do we read words?knowledgeHoughton Mifflin Template Practice0.1.2f Phonological Awareness Report Card Assessment

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comprehen1 recall

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application2 skillsSaxon Phonics

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analysis3 strategicSRA Phomemic Awareness bookSRA Phonemic Awareness Assessment

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synthesis4 extendedHoughton Mifflin Template Practice

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eval

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LA 0.1.2.g Segment phonemes in spoken words (e.g., beginning, middle, and ending sounds; recognize same sounds in different words) MasterySegmentPhonemes in spoken wordsA word is made up of sounds and syllables. Why do we segment words?knowledgeHoughton Mifflin Template Practice0.1.2g Phonological Awareness Report Card Assessment

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comprehen1 recallTheme 6- 25, 33, 43, 57, 65, 81, 91, 101, 115, SRA Phonemic Awareness Assessment

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application2 skills122-123, 139, 149, 159, 169, 177DIBELS NEXT Assessment

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analysis3 strategicSRA Phomemic Awareness book

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synthesis4 extendedSaxon Phonics

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eval

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LA 0.1.3 WORD ANALYSIS Students will acquire phonetic knowledge as they learn to read, write, and spell grade level text.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.1.3.a Identify upper and lower case letters IdentifyUpper and lower case lettersThe knowledge of letters and sounds helps us read words. Why do letters have names?knowledgeSaxon Phonics Program- Lesson 1-1040.1.3a Word Analysis Report Card Assessment

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comprehen1 recallComputer program "Starfall"Individual Turns

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application2 skillsComputer program "Between the Lions"

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analysis3 strategicHoughton Mifflin Template Practice

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synthesis4 extended

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eval

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LA 0.1.3.b Match consonant and short vowel sounds to appropriate letters (e.g., matching letters to sounds while writing)MatchConsonant and short vowel sounds to appropriate lettersThe knowledge of letters and sounds helps us read words. Why do we need to know what sounds go with each letter?KnowledgeSee below or on back0.1.3b Word Analysis Report Card Assessment

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comprehen1 recallHoughton Mifflin Template PracticeReport Card Assessment 0.2.1 Uses Phonetic Clues in Writing Words

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application2 skillsIndividual Turns

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.3.c Read at least 25 basic high frequency words from a commonly used list ReadAt least 25 basic high frequency wordsThe knowledge of letters and sounds helps us read words. Why do we need to know these words?KnowledgeSee below or on back0.1.3c Word Analysis Report Card Assessment

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comprehen1 recallHoughton Mifflin Template PracticeIndividual Turns

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.3.d Use phonetic knowledge to write (e.g., approximated spelling)UsePhonetic knowledge to writeThe knowledge of letters and sounds helps us read words. How do we use our knowledge of letters and sounds to make words?knowledgeSee below or on back0.1.3d Word Analysis Report Card Assessment

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comprehen1 recallHoughton Mifflin Template PracticeReport Card Assessment 0.2.1 Uses Phonetic Clues in Writing Words

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application2 skillsSpelling Assessment

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.3.e Recognize known words in connected text (e.g., big book, environmental print, class list, labels)knowledgeRead Aloud ProgramTeacher Observation

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comprehen1 recallEnvironmental Print Unit

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.3fIdentify similarities and differences in words (e.g., word endings, onset and rime) when spoken or writtenIdentifySimilarities and differences in wordsThe knowledge of letters and sounds helps us read words. How does recognizing similarities and differences in words help you become a better reader?knowledgeSaxon Phonics Program- Lesson 1-140Word Family Writing Assessment

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comprehen1 recallHoughton Mifflin Template PracticeIndividual Turns

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application2 skillsLakeshore onset/rime assessment

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.4 FLUENCY Students will develop accuracy, phrasing, and expression during grade level reading experiences..

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.1.4.a Imitate adult’s expression, reflecting meaning with voice (e.g., pause, stress, phrasing)ImitateAdult's expression, reflecting meaning with voiceReading fluently helps readers understand text. Why do we need to read with meaning?knowledgeSee below or on backTeacher Observation in Small Group Reading

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comprehen1 recallEDI Instructional ModelReport Card Assessment 1.4 Reads Grade Level

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application2 skillspassage with fluency

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analysis3 strategicDIBELS Next

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synthesis4 extended

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eval

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LA 0.1.4.b Imitate repeating language patterns during reading (e.g., modeled reading, choral reading)ImitateRepeating language patterns during readingReading fluently helps readers understand text. Why do we need to read with meaning?KnowledgeSee below or on backTeacher Observation in Small Group Reading

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comprehen1 recallEDI Instructional ModelReport Card Assessment 1.4 Reads Grade Level

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application2 skillspassage with fluency

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analysis3 strategicDIBELS Next

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synthesis4 extended

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eval

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LA 0.1.5 VOCABULARY Students will build literary, general academic, and content specific grade level vocabulary.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.1.5.a Examine word structure elements and word patterns to determine meaning (e.g., plural forms, simple compounds)ExamineWord structure elements and word patterns to determine meaningVocabuary is the key to understanding. How do we use word structure to determine meaning?knowledgeSee below or on backLanguage for Learning Assessment

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comprehen1 recallLanguage for Learning

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situationsRelateNew grade level vocabulary to prior knowledge and use in new situationsVocabuary is the key to understanding. How do we use prior knowledge to understand new vocabulary?Knowledge Read aloud book with specific vocabulary  Anita Archer DI modelTeacher Observation using EDI

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comprehen1 recallLiterary Language: Rhyming, TE1: W6; Once upona time, TE: W8; Lesson or moral,

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application2 skillsEDI Instructional Model

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analysis3 strategicTE1: W16, W18: Realism / Fantasy,

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synthesis4 extendedTE1: W10, W20

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eval

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LA 0.1.5.c Develop awareness of context clues (e.g., predictions, word and sentence clues) and text features (e.g., titles, bold print, illustrations) that may be used to infer the meaning of unknown wordsDevelop awareness of context clues and text featuresVocabuary is the key to understanding. How do context clues help us understand what we're reading?KnowledgeSee below or on backPartner Pair Share

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comprehen1 recallEDI Instructional ModelIndividual Turns

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application2 skillsTeacher Observation using EDI

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.5.d Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes)Identify and sortpicures of objects into conceptual categoriesVocabuary is the key to understanding. How does categorizing things help us understand meaning?knowledgeSRA Language for LearningLanguage for Learning Assessment

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comprehen1 recallSee below or on back

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application2 skillsSaxon Math

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.5.e Determine word meaning using reference materials and classroom resources (e.g., word wall, picture dictionary, peer(s), teacher)knowledgeHoughton Mifflin Daily Read AloudJournaling

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comprehen1 recallDolch list  of sight words

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application2 skillsSaxon Phonics Weekly sight word instruction

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analysis3 strategicEDI Instructional Model

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synthesis4 extended

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eval

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LA 0.1.6 COMPREHENSION Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.1.6.a Explain that the author and illustrator create booksknowledgeRead Aloud ProgramTeacher Observation using EDI

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comprehen1 recallHoughton Mifflin Daily Read AloudsIndividual Turns

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application2 skillsEDI Instructional ModelGraphic Organizers

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.6.b Identify elements of the story including setting, character, and events Identifyelements of the story including setting, character, and eventsWe read for meaning. How do the elements of the story help us understand the story?KnowledgeSee below or on backReport Card Assessment 1.6 Recall information

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comprehen1 recallRead Aloud Programfrom story

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application2 skillsEDI Instructional ModelTeacher Observation using EDI

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.6.c Retell information from narrative text including characters, setting, and eventsRetellinformation from narrative text including characters, setting and eventsWe read for meaning. Why do we retell stories?KnowledgeSee below or on backReport Card Assessment 1.6 Recall information from story

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comprehen1 recallRead Aloud Program

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application2 skills"Lets Find Out" Scholastic NewsGraphic Organizer

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analysis3 strategicEDI Instructional Model

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synthesis4 extended

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eval

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LA 0.1.6.d Indicate that authors use words in different ways (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia, sensory details)knowledgeRead Aloud ProgramTeacher Observation

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comprehen1 recallHoughton Mifflin Daily Read AloudIndividual Turns

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application2 skillsEDI Instructional ModelTeacher Observation using EDI

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.6.e Retell main ideas from informational text Retellmain ideas from informational textWe read for meaning. Why do we recall information from non-fiction text?knowledgeMain ides, supporting details, TE8: T117: TE9:Graphic Organizer

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comprehen1 recallT60; TE10: T58Partner Pair Share

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application2 skillsRead Aloud ProgramIndividual Turns

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analysis3 strategic"Lets Find Out" Scholastic NewsTeacher Observation using EDI

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synthesis4 extendedEDI Instructional Model

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eval

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LA 0.1.6.f Identify text features in informational text (e.g., titles, bold print, illustrations)Identifytext features informational textWe read for meaning. How do the text features help us understand the informational text?knowledgeText organization and summarizing, TE4: T26, T34Teacher Observation using EDI

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comprehen1 recallT45, T48, T58, T66, T150, T151, T170, T178; TE7:Graphic Organizer for Informational Texts

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application2 skillsT34, T45, T46, T58, T66, T115; TE9: T118;

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analysis3 strategicTE10; T118

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synthesis4 extendedRead Aloud Program

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evalEDI Instructional Model

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LA 0.1.6.g LA 0.1.6.g Demonstrate a basic knowledge of familiar narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to-books)Demonstratea basic knowledge of familiar narrative and information text genresWe read for meaning. What are the differences between narrative and informational text?KnowledgeSee below or on backSRA Phonemic Awareness Assessment

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comprehen1 recallSRA Phonemic Awareness BookTeacher Observation using EDI

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application2 skillsRead Aloud Program developed by Kindergarten Teachers

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analysis3 strategicPoetry Books

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synthesis4 extendedEDI Instructional Model

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eval

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LA 0.1.6.h Make connections between characters or events in narrative and informational text, to own life or other culturesKnowledgeRead Aloud ProgramTeacher Observation using EDI

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comprehen1 recallHoughton Mifflin Daily Read AloudsIndividual Turns

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application2 skillsEDI Instructional Model

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.1.6.i Generate and/or answer clarifying questions (who, what, when, where, why, how), supporting answers using prior knowledge and information from the text Generate and /or answerclarifying questions supporting answers using prior knowledge and infromation from the textWe read for meaning. Why is it important for you to answer questions about a text and support your answer?knowledgeSee below or on backReport Card Assessment 1.6 Recall information from story

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comprehen1 recallRead Aloud Program

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application2 skillsEDI Instructional ModelIndividual Turns

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analysis3 strategicGraphic Organizers

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synthesis4 extendedTeacher Observation using EDI

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eval

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LA 0.1.6.j Identify different purposes for reading (e.g., information, pleasure) Identifydifferent puposes for reading We read for meaning. What is the purpose for reading?knowledgeRead Aloud ProgramTeacher Observation using EDI

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comprehen1 recallHoughton Mifflin Daily Read AloudsIndividual Turns

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application2 skillsSRA Language for LearningPartner Pair Share

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analysis3 strategicEDI Instructional Model

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synthesis4 extended

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eval

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LA 0.1.6.k Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after readingBuild and activateprior knowledge in order to identify text to self, …We read for meaning. How can we use prior knowledge to comprehend text?KnowledgeRead Aloud ProgramTeacher Observation using EDI

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comprehen1 recallHoughton Mifflin Daily Read AloudsIndividual Turns

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application2 skillsSRA Language for LearningJournaling

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analysis3 strategicSmall group reading instruction

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synthesis4 extendedEDI Instructional Model

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eval

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LA 0.1.6.l Make predictions about a text using prior knowledge, pictures, and titlesKnowledgeRead Aloud ProgramTeacher Observation in Small Group Reading

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comprehen1 recallHoughton Mifflin Daily Read AloudsTeacher Observation using EDI

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application2 skillsSmall group reading  instruction

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analysis3 strategicEDI Instructional Model

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synthesis4 extended

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eval

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LA 0.1.6.m LA 0.1.6.m Respond to text verbally, in writing, or artisticallyRespondto text verbally, in writing, or artisticallyWe read for meaning. Why do we respond to text?knowledgeRead Aloud ProgramJournaling

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comprehen1 recallHoughton Mifflin Daily Read AloudsIndividual Turns

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application2 skillsSmall Group reading instructionTeacher Observation using EDI

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analysis3 strategicEDI Instructional Model

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synthesis4 extended

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eval

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LA 0.2 Students will learn and apply writing skills and strategies to communicate.

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Grade K

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Concept

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LA 0.2.1 WRITING PROCESS: Students will use writing to communicate.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.2.1.a Demonstrate that writing communicates thoughts and ideasDemonstratewriting to communicate thoughts and ideasWe write to show our thoughts and ideas. Why do we write?knowledgeSee below or on backJournaling

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comprehen1 recallWriting Mini-Lessons for Kindergarten by Dorothy HallReport Card Assessment 0.2.1 Writes Simple Sentences

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.2.1.b Apply prewriting activities to generate ideas (e.g., brainstorming, discussions, drawing, literature, personal/classroom experiences)Applyprewriting activities to generate ideasWe write to show our thoughts and ideas. Why do we brainstorm before we write?Knowledge6 Traits (Ideas) Conventions, capitalsPartner Pair Share

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comprehen1 recallending punctuation.Graphic Organizer for PreWriting

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application2 skillsWriting Mini-Lessons for Kindergarten by Dorothy Hall

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.2.1.c Generate representations of ideas (e.g., pictures, labels, letter strings, words, simple sentences); select and organize ideas relevant to a topic1.Generate 2.Select and organize (1)representations of ideas (2)ideas relevant to a topicWe write to show our thoughts and ideas. What are different ways we can represent ideas in writing?Knowledge6 Traits (Ideas)Journaling

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comprehen1 recallWriting Mini-Lessons for Kindergarten by Dorothy HallReport Card Assessment 0.2.1 Writes Simple Sentences

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application2 skillsWeekend News

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.2.1.d Revise writing by adding details KnowledgeWriting Mini-Lessons for Kindergarten by Dorothy HallJournaling

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comprehen1 recall

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.2.1.e Edit writing for format and conventions (e.g., correct spelling of frequently used words, basic punctuation such as period, exclamation mark, question mark) Editwriting for format and conventions We write to show our thoughts and ideas. How does editing for format and conventions improve my writing?KnowledgeWriting Mini-Lessons for Kindergarten by Dorothy HallJournaling

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comprehen1 recallReport Card Assessment 0.2.1 Writes with Conventions

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application2 skillsWeekend News

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.2.1.fPublish a legible document (e.g., handwritten)Publisha legible documentWe write to show our thoughts and ideas. What are the steps I need to go through to publish my writing?Knowledge6 Traits (Ideas and Conventions)Journaling

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comprehen1 recallWriting Mini-Lessons for Kindergarten by Dorothy HallReport Card Assessment 0.2.1 Writes Simple Sentences

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application2 skillsSee below or on backWeekend News

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.2.1.g Print all uppercase and lowercase letters, attending to the form of the lettersPrintall uppercase and lowercase letters, attending to the form of the lettersWe write to show our thoughts and ideas. Why is writing legibly important?KnowledgeSaxon Phonics Day 4 LessonSound Test

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comprehen1 recallWriting Mini-Lessons for Kindergarten by Dorothy HallJournaling

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application2 skillsReport Card Assessment 0.2.1 Writes first and last name

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analysis3 strategicSpelling Assessment

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synthesis4 extended

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eval

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LA 0.2.2 WRITING GENRES: Student will write for a variety of purposes and audiences in multiple genres.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

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LA 0.2.2.a Write for a specific purpose (e.g., lists, alphabet book, story with picture, label objects in classroom)Writefor a specific purpose.We use different genres to write for different purposes and audiences. What is the purpose of my writing?knowledgeSee below or on backJournaling

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comprehen1 recallWriting Mini-Lessons for Kindergarten by Dorothy HallReport Card Assessment 0.2.1 Writes Simple Sentences

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application2 skillsEDI Instructional Model

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analysis3 strategic

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synthesis4 extended

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eval

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LA 0.2.2.b Write to known audience or specific reader (e.g., letter to a familiar person, note to teacher, thank you note)Writeto known audience or specific readerWe use different genres to write for different purposes and audiences. Why do we consider our audience when writing?KnowledgeSee LA 02.2.aJournaling

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comprehen1 recallWriting Mini-Lessons for Kindergarten by Dorothy HallReport Card Assessment 0.2.1 Writes Simple Sentences

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application2 skillsEDI Instructional Model

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analysis3 strategic

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synthesis4 extended

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eval

.

LA 0.3 Students will learn and apply speaking and listening skills and strategies to communicate.

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Grade K

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LA 0.3.1 SPEAKING SKILLS: Students will develop and demonstrate speaking skills to communicate key ideas in a variety of situations.

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BIG IDEAS

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INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

.

LA 0.3.1.a Communicate ideas orally in daily classroom activities and routinesCommunicateideas orally in daily classroom activities and routines.I can communicate my ideas to others. How can I tell my ideas to others?knowledgeShow and Tell

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comprehen1 recallEDI Instructional ModelPartner sharing

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application2 skillsTeacher Observation using EDI

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analysis3 strategic

.

synthesis4 extended

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eval

.

LA 0.3.2 LISTENING SKILLS: Students will develop and demonstrate active listening skills across a variety of situations.

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BIG IDEAS

.

INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location

.

LA 0.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., stories, songs, conversations, student sharing, teacher presentation)Demonstratelistening skills needed for multiple situations and modalities.A variety of listening skills are needed for a good listener to retell details. Why do you adjust your listening to different situations?knowledgeReport card assessment 0.3.2 Listening

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comprehen1 recallEDI instructional model

.

application2 skills

.

analysis3 strategic

.

synthesis4 extended

.

eval

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LA 0.3.2.b Complete a task after listening for information Completea task after listening for informationA variety of listening skills are needed for a good listener to retell details. What do I do with the information I heard?KnowledgeEDI Instructional ModelJournal

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comprehen1 recallPartner share

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application2 skillsReport card assessment 0.3.2 Listening

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analysis3 strategic

.

synthesis4 extended

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eval

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LA 0.3.2.c Listen and retell main ideas of informationListen and retellmain ideas of informationA variety of listening skills are needed for a good listener to retell details. How do you ensure you have listened accurately?KnowledgeRead Aloud ProgramTeacher Observation using EDI

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comprehen1 recallEDI Instructional ModelIndividual Turns

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application2 skillsHoughton Mifflin Read Aloud Daily

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analysis3 strategic

.

synthesis4 extended

.

eval

.

.

LA 0.3.3 RECIPROCAL COMMUNICATION: Students will demonstrate reciprocal communication skills.

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BIG IDEAS

.

INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

.

LA 0.3.3.a Demonstrate awareness of and sensitivity to the use of words (e.g., helpful and hurtful words)Demonstrateawareness of and sensitivity to the use of wordsWe need to communicate effectively and respectfully with others. Why should you be aware of the importance of carefully selecting your words?knowledgeCharacter EducationTeacher Observation

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comprehen1 recallGuidance ProgramWork and Social Skills Rubric

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application2 skillsBehavior Interventions using model/prompt/practice method

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analysis3 strategic

.

synthesis4 extended

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eval

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LA 0.3.3.b Demonstrate conversation strategies (e.g., face the speaker, listen while others are talking, take turns talking, eye contact)Demonstrateconversation strategiesWe need to communicate effectively and respectfully with others. Why are conversation strategies important to communication?KnowledgeShow and TellWork and Social Skills Rubric

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comprehen1 recallTeacher Directed ActivitiesReport Card Assessment 0.3.1 Speaking

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application2 skillsEDI instructional modelTeacher Observation

.

analysis3 strategic

.

synthesis4 extended

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eval

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LA 0.3.3.c Participate in learning situations (e.g., small groups, show and share, cooperative problem solving, play)Participatein learning situationsWe need to communicate effectively and respectfully with others. How can I work and play with others?KnowledgeReading, math, science, social studies instruction using EDI instructional modelWork and Social Skills Rubric

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comprehen1 recallLearning CentersTeacher Observation

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application2 skillsMath Centers

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analysis3 strategicShow and Tell

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synthesis4 extended

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eval

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LA 0.4 Students will identify, locate and evaluate information

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Grade K

.

Concept

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LA 0.4.1 MULTIPLE LITERACIES: Students will gain knowledge, identify main idea, and communicate information in a variety of media and formats (textual, visual, and digital).

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BIG IDEAS

.

INDICATORSSKILLS
Students will do-
verbs
CONCEPTS
Students will know-nouns
BIG IDEAS / ESSENTIAL QUESTIONSBLOOMS
taxonomy
WEBBS
Depth of Knowledge
CURRICULUM ALIGNMENT:
Activity by Name, Resource/Text, Page/ Location
ASSESSMENT
core, common

.

LA 0.4.1.a Identify resources to find information (e.g., print, electronic)Identifyresources to find informationWe can find information and communicate safely on-line. Where can we find information?knowledgeDaily weather reportTeacher observation

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comprehen1 recallDigital citizenship lesson- Going Places Safely Online

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application2 skills

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analysis3 strategic

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synthesis4 extended

.

eval

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LA 0.4.1.b Demonstrate understanding of authorship of print and online resourcesKnowledgeTech integration lessons- reviewing websites clicker responses

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comprehen1 recall

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application2 skills

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analysis3 strategic

.

synthesis4 extended

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eval

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LA 0.4.1.c Demonstrate awareness of safe behaviors when communicating and interacting with others (e.g. rules for internet use) Demonstrateawareness of safe behaviors when communicating and interacting with othersWe can find information and communicate safely on-line. How do we communicate and interact safely on-line?KnowledgeDigital citizenship lesson- Staying Safe OnlineTeacher observation

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comprehen1 recall

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application2 skills

.

analysis3 strategic

.

synthesis4 extended

.

eval

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LA 0.4.1.d Engage in activities with learners from a variety of cultures through electronic means (e.g., pod casts, video chats, distance learning)knowledgeTech Integration lesson- ABC searchingTeacher observation

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knowledge

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comprehen1 recall

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application2 skills

.

analysis3 strategic

.

synthesis4 extended

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eval

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LA 0.4.1.e Gather and share information and opinions as a result of communication with others (e.g., computer applications, teacher controlled internet downloads, multimedia presentations)KnowledgeTech Integration lesson- creating a digital storyTeacher observation

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comprehen1 recallTech Integration lesson- Game reviews activity

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application2 skills

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analysis3 strategic

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synthesis4 extended

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eval

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