Gloucester Township Public Schools K ELA Curriculum.pdfGloucester Township Public Schools English Language Arts Grade K –Unit 1: Take a New Step Time Frame: 3 Weeks Description:

Gloucester Township Public Schools


English Language Arts Grade K –Unit 1: Take a New Step

Time Frame: 3 Weeks

Description: The Big Idea: What Can We Learn When We Try New Things?

Unit 1 Comprehension Skills and Strategies: ask & answer questions, key details

Vocabulary Strategies: academic words, high frequency words, oral vocabulary

Writing: ideas, narrative writing, opinion writing, webs.

Standards Topics Activities Resources Assessment L.K.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking. [1 lesson]

L.K.1.b Use frequently occurring nouns and verbs. [6 lessons]

L.K.1.f Produce and expand complete sentences in shared

language activities. [2 lessons]

L.K.2.c Write a letter or letters for most consonant and short-

vowel sounds (phonemes). [1 lesson]

L.K.5 With guidance and support from adults, explore word

relationships and nuances in word meanings. [1 lesson]

L.K.5.c Identify real-life connections between words and their

use (e.g., note places at school that are colorful). [6 lessons]

L.K.6 Use words and phrases acquired through conversations,

reading and being read to, and responding to texts. [2 lessons]

RF.K.1 Demonstrate understanding of the organization and

basic features of print. [1 lesson]

RF.K.2.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/.) [15 lessons]

RF.K.3.a Demonstrate basic knowledge of one-to-one letter-

sound correspondences by producing the primary or many of the

most frequent sound for each consonant. [18 lessons]

RF.K.3.c Read common high-frequency words by sight (e.g.,

the, of, to, you, she, my, is, are, do, does). [13 lessons]

RF.K.4 Read emergent-reader texts with purpose and

understanding. [6 lessons]

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). [1

Week 1

Weekly Concept:

Make New Friends

Essential Question:

How can we get

along with new

friends?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing

Research and Inquiry

Handwriting

Technology

Reading

Read Aloud

Title: “The Lion and the Mouse”

Genre: Fable

Strategy: Ask and Answer Questions

Literature Big Books, Paired

Selection

Main Selection Title: What About

Bear?

Genre: Fantasy


Skill: Key Details (Use Illustrations)

Paired Selection Title: “How to Be a

Friend”

Genre: Informational Text

Text Feature: Photographs

Reading/Writing Workshop

Comprehension

Short Text: I Can

Genre: Nonfiction

Short Text: Can I?

Genre: Fiction

Leveled Readers


Skill: Key Details

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

* Benchmark* See:

District

Benchmark

Assessment

Plan

&

K-5 ELA

Assessment

Plan

Benchmark and Cross Curricular

Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark Assessment

http://www.connected.mcgraw-hill.com/



lesson] RL.K.1 With prompting and support, ask and answer questions

about key details in a text. [8 lessons]

RL.K.2 With prompting and support, retell familiar stories,

including key details. [2 lessons]

RL.K.3 With prompting and support, identify characters,

settings, and major events in a story. [2 lessons]

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

text. [1 lesson]

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. [1 lesson]

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). [2 lessons]

RL.K.9 With prompting and support, compare and contrast the

adventures and experiences of characters in familiar stories. [2

lessons] RL.K.10 Actively engage in group reading activities with

purpose and understanding. [2 lessons]

SL.K.1 Participate in collaborative conversations with diverse

partners about kindergarten topics and texts with peers and adults

in small and larger groups. [1 lesson]

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. [2 lessons]

SL.K.5 Add drawings or other visual displays to descriptions as

desired to provide additional detail. [1 lesson]

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

clearly. [5 lessons]

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. [1 lesson]


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. [3 lessons]

W.K.5 With guidance and support from adults, respond to

questions and suggestions from peers and add details to

strengthen writing as needed. [2 lessons]

Main Selection

Genre: Fantasy

Titles:

A: Soup!

O: Mouse and Monkey

E: Mouse and Monkey

B: Come and Play!

Access Complex Text (ACT)

Literature Big Book: Organization

Language

Vocabulary

Academic Words:

title

author

illustrator

noun

High Frequency Words

the

Oral Vocabulary Words

friend

problem

escape, grasped

rescue

Category Words

Feeling words

Phonics

Phonological/

Phonemic Awareness: Sentence

Segmentation, Phoneme Isolation,

Phoneme Identity, Phoneme Blending

Phonics: /m/m (initial/final)

Fluency Skill

Sound-Spelling and Word

Automaticity; Intonation

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). [2 lessons]

W.K.8 With guidance and support from adults, recall

information from experiences or gather information from

provided sources to answer a question. [1 lesson]

Writing

Writing Trait: Ideas

Grammar Skill:

Nouns

Weekly Writing Focus: Write a

Personal Narrative

Research & Inquiry

Weekly Project: What makes a good

friend?

Handwriting – Practice

Technology – Go Digital!


.K.2.c Write a letter or letters for most consonant and short-


L.K.2.d Spell simple words phonetically, drawing on knowledge

of sound-letter relationships. [1 lesson]







RF.K.2.a Recognize and produce rhyming words. [4 lessons]








RF.K.3.b Associate the long and short sounds with common

spellings (graphemes) for the five major vowels. [5 lessons]





RI.K.1 With prompting and support, ask and answer questions

about key details in a text. [1 lesson]

Week 2:

Weekly Concept

Get Up and Go

Essential Question:

How do baby

animals move?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: "The Tortoise and the Hare"

Genre: Fable



Selection

Main Selection Title: Pouch!

Genre: Fantasy



Paired Selection Title: “Baby

Animals on the Move”


Text Feature: Labels


Comprehension

Short Text:

We Can

Genre: Nonfiction

Short Text: I Can,

I Can

Genre: Fiction

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

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Township

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Please refer to:

K-5 ELA

Assessment

Plan




RL.K.1 With prompting and support, ask and answer questions








story. [1 lesson]




purpose and understanding. [1 lesson]











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...). [3 lessons]







strengthen writing as needed. [1 lesson]







Leveled Readers


Skill: Key Details

Main Selection

Genre: Fantasy

Titles:

A: Hop!

O: We Hop!

E: We Hop!

B: We Can Move!



Language

Vocabulary

Academic Words: fantasy

fable

opinion

details


we

adventure

movement

arrived

exciting

exhausted


adventure

movement

arrived

exciting

exhausted

Category Words

Family words

Phonics

Phonological/

Phonemic Awareness: Recognize

Rhyme, Phoneme Isolation

(initial/medial), Phoneme Identity,

Phoneme Blending

Phonics:

/a/a (initial/medial)

Consonant Review: /m/m

Fluency Skill



Writing


Grammar Skill:

Nouns

Weekly Writing Focus:

Write an Opinion

Research & Inquiry

Weekly Project: How do animals

move?








L.K.5.a Sort common objects into categories (e.g., shapes,

foods) to gain a sense of the concepts the categories represent. [2

lessons] L.K.5.c Identify real-life connections between words and their




RF.K.2.c Blend and segment onsets and rimes of single-syllable

spoken words. [4 lessons]




Week 3:

Weekly Concept

Your Senses

Essential Question:

How can your senses

help you learn?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing

Reading

Read Aloud

Title: “A Feast of the Senses”




Selection

Main Selection Title: Senses at the

Seashore



Skill: Key Details (Use Photos)

Paired Selection Titles: "I Smell

Springtime," "Taste of Purple,"

"Rain"

Genre: Poetry

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

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K-5 ELA

Assessment

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RI.K.2 With prompting and support, identify the main topic and

retell key details of a text. [4 lessons]


about unknown words in a text. [2 lessons]

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. [1

lesson] RI.K.7 With prompting and support, describe the relationship



lessons] 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). [2 lessons]

RI.K.10 Actively engage in group reading activities with




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

poems). [1 lesson]





SL.K.4 Describe familiar people, places, things, and events and,

with prompting and support, provide additional detail. [1 lesson]






topic. [4 lessons]


Handwriting

Technology

Literary Element: Sensory Words


Comprehension

Short Text: Sam Can

Genre: Fiction

Short Text: I Can See

Genre: Nonfiction

Leveled Readers


Skill: Key Details

Main Selection


Titles:

A: The Beach

O: At School

E: At School

B: See It Grow!



Language

Vocabulary

Academic Words:

informational text, observation,

poetry


See


explore, senses, feast, finished,

kneads

Category Words

Sensory words














Phonics

Phonological/

Phonemic Awareness: Onset and

Rime Blending, Phoneme Isolation

(initial), Phoneme Blending, Phoneme

Categorization

Phonics: /s/s (initial)

Consonant/Vowel Review: /a/a, /m/m

Fluency Skill


Automaticity; Phrasing

Writing


Grammar Skill:

Nouns

Weekly Writing Focus: Make a

Picture Web

Research & Inquiry

Weekly Project: How can we learn

by using our senses?




English Language Arts Grade K –Unit 2: Let’s Explore

Time Frame: 3 Weeks

Description: The Big Idea: What can you find out when you explore?

Unit 2 Comprehension Skills and Strategies: key details, ask & answer questions


Writing: ideas, explanatory sentences, story sentence

Standards Topics Activities Resources Assessment L.K.1.b Use frequently occurring nouns and verbs. [6 lessons]









lesson] L.K.5.c Identify real-life connections between words and their






RF.K.2 Demonstrate understanding of spoken words, syllables,

and sounds (phonemes). [4 lessons]










RF.K.3.d Distinguish between similarly spelled words by

identifying the sounds of the letters that differ. [2 lessons]

Week 1

Weekly Concept:

Tools We Use

Essential Question:

How do tools help us

explore?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: "Timimoto"

Genre: Tale



Selection

Main Selection

Title: The Handiest Things in the

World




Paired Selection Title: “Discover

with Tools”

Genre:

Informational Text

Text Feature: Headings


Comprehension

Short Text: "Pam Can See"

Genre: Fiction

Short Text: "We Can See!"

Genre: Nonfiction

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

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hill.com

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Township

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Assessment

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about unknown words in a text. [1 lesson]






illustrations, descriptions, or procedures). [1 lesson]





RL.K.10 Actively engage in group reading activities with














topic. [3 lessons]









Leveled Readers


Skill: Key Details

Main Selection


Titles:

A: We Need Tools

O: A Trip

E: A Trip

B: What Can You See?


Literature Big Book: Connection of

Ideas

Language

Vocabulary

Academic Words:

photographs

sentence

verb


a


tools

discover

defeated

fetch

rumble

Category Words

Color words

Phonics

Phonological/


Alliteration, Phoneme Isolation,

Phoneme Categorization, Phoneme

Blending

Phonics: /p/p (initial/final)

Consonant/Vowel Review:

/a/a, /m/m,/s/s






Fluency Skill


Automaticity; Phrasing

Writing


Grammar Skill: Verbs

Weekly Writing Focus: Write an

Explanatory Sentence

Research & Inquiry

Weekly Project: In what ways are

tools useful?







of sound-letter relationships. [2 lessons]

















Week 2:

Weekly Concept

Shapes All Round Us

Essential Question:

What shapes do you

see around you?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: “Kites in Flight”

Genre:

Informational Text



Selection

Main Selection Title: Shapes All

Around

Genre:

Informational Text



Paired Selection Title: “Find the

Shapes”

Genre:

Informational Text

Text Feature: Bold Print

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

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hill.com

Gloucester

Township

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Assessment

Plan








identifying the sounds of the letters that differ. [1 lesson]





RI.K.3 With prompting and support, describe the connection

between two individuals, events, ideas, or pieces of information in

a text. [1 lesson]























topic. [3 lessons]








Comprehension

Short Text: "We Like Tam!"

Genre: Fiction

Short Text: "I Like Sam"

Genre: Nonfiction

Leveled Readers


Skill: Key Details

Main Selection

Genre:

Informational Text

Titles:

A: Shapes!

O: Play with Shapes!

E: Play with Shapes!

B: Use a Shape!



Ideas

Language

Vocabulary

Academic Words:

rectangle

circle

square

triangle


like


materials

nature

decoration

games

world

Category Words

Shape words

Phonics

Phonological/










(initial/final), Phoneme Blending,

Phoneme Categorization

Phonics: /t/t (initial/final)

Consonant/Vowel Review: /a/a,

/m/m, /p/p, /s/s

Fluency Skill


Automaticity; Expression

Writing



Weekly Writing Focus: Make a

Shape Poster

Research & Inquiry

Weekly Project: Where can you find

shapes?



.K.1.b Use frequently occurring nouns and verbs. [6 lessons]







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. [1 lesson]


reading and being read to, and responding to texts. [1 lesson]



RF.K.1.c Understand that words are separated by spaces in

Week 3:

Weekly Concept

World of Bugs

Essential Question:

What kind of bugs do

you know about?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Reading

Read Aloud

Title: “From Caterpillar to Butterfly”

Genre:

Informational Text



Selection

Main Selection Title: I Love Bugs!

Genre: Fiction



Paired Selection Title: “Bugs All

Around”

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

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hill.com

Gloucester

Township

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K-5 ELA

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print. [1 lesson]

RF.K.2.b Count, pronounce, blend, and segment syllables in


























poems). [1 lesson]



story. [2 lessons]



lesson] RL.K.10 Actively engage in group reading activities with








Writing


Handwriting

Technology


Text Feature: Captions


Comprehension

Short Text: “Pat”

Genre: Fiction

Short Text: "Tap! Tap! Tap!

Genre: Nonfiction

Leveled Readers


Skill: Key Details

Main Selection

Genre: Fiction

Titles:

A: We Like Bugs!

O: The Bugs Run

E: The Bugs Run

B: I See a Bug!


Literature Big Book: Specific

Vocabulary

Language

Vocabulary

Academic Words:

caption

word web

sort


the

a

see

we

like


curious

observe

attaches

















process

slender

Category Words

Movement words

Phonics

Phonological/

Phonemic Awareness: Count and

Pronounce Syllables, Phoneme

Segmentation, Phoneme Blending

Phonics: /m/m, /a/a, /s/s, /p/p, /t/t

Fluency Skill


Automaticity; Expression; Intonation

Writing




Story Sentence

Research & Inquiry

Weekly Project: What do bugs do

in their environments?




English Language Arts Grade K –Unit 3: Going Places

Time Frame: 3 Weeks

Description: The Big Idea: What can you learn from going different places?

Unit 3 Comprehension Skills and Strategies: key details, visualize, story elements


Writing: ideas, sentence fluency, write sentences, narrative sentence, opinion sentence

Standards Topics Activities Resources Assessment L.K.1.a Print many upper- and lowercase letters. [2 lessons]

L.K.2.a Capitalize the first word in a sentence and the pronoun

I. [8 lessons]

L.K.2.b Recognize and name end punctuation. [2 lessons]












and sounds (phonemes). [1 lesson]








RF.K.3 Know and apply grade-level phonics and word analysis

skills in decoding words. [4 lessons]




Week 1

Weekly Concept:

Rules to Go By

Essential Question:

What rule do we

follow in different

places?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: “The Boy Who Cried Wolf”

Genre: Fable

Strategy: Visualize


Selection

Main Selection Title: How Do

Dinosaurs Go to School?

Genre: Fantasy

Strategy: Visualize


Paired Selection Title: “Be Safe”


Text Feature: Lists


Comprehension

Short Text: "Can I Pat It?"

Genre: Nonfiction

Short Text: "Tim Can Tip It"

Genre: Nonfiction

Leveled Readers

Strategy: Visualize

Skill: Key Details

Main Selection

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

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Township

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Assessment

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RI.K.8 With prompting and support, identify the reasons an

author gives to support points in a text. [1 lesson]







story. [1 lesson]

















topic. [2 lessons]








Genre: Fantasy

Titles:

A: We Run

O: Go, Nat!

E: Go, Nat!

B: The Birdhouse


Literature Big Book: Organization;

Connection of Ideas

Language

Vocabulary

Academic Words:

visualize

punctuation

retell

predict


to


rules

cooperate

guard

prank

responsible

Category Words

Movement words

Phonics

Phonological/


Rhyme, Phoneme Isolation

(initial/medial), Phoneme Blending,


Phonics: /i/i (medial)

Consonant/Vowel Review: /a/a, /m/m, /p/p, /s/s, /t/t

Fluency Skill






Writing

Writing Trait: Sentence Fluency

Grammar Skill: Sentences


Write a Sentence

Research & Inquiry

Weekly Project: What rules do we

need to follow at school?



.K.1.f Produce and expand complete sentences in shared

language activities. [1 lesson]


I. [4 lessons]













basic features of print. [2 lessons]

RF.K.1.a Follow words from left to right, top to bottom, and

page by page. [1 lesson]




spoken words. [1 lesson]







Week 2:

Weekly Concept

Sounds Round Us

Essential Question:

What are different

sounds we hear?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Test Preparation

Technology

Reading

Read Aloud

Title: “The Turtle and the Flute”

Genre: Fable

Strategy: Visualize


Selection

Main Selection Title: Clang! Clang!

Beep! Beep! Listen to the City

Genre: Fiction

Strategy: Visualize


Paired Selection Title: “Sounds Are

Everywhere”

Genre:

Informational Text



Comprehension

Short Text: “Nat and Tip”

Genre: Fiction

Short Text: "Tim and Nan"

Genre: Nonfiction

Leveled Readers

Strategy: Visualize

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

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See K-5 ELA

Assessment

Plan





skills in decoding words. [1 lesson]




















settings, and major events in a story. [1 lesson]








SL.K.1.a Follow agreed-upon rules for discussions (e.g.,

listening to others and taking turns speaking about the topics and

texts under discussion). [1 lesson]









Skill: Key Details

Main Selection

Genre: Fiction

Titles:

A: City Sounds

O: Farm Sounds

E: Farm Sounds

B: A Noisy Night



Ideas

Language

Vocabulary

Academic Words:

events

period

vocabulary`


and


listen

volume

chat

exclaimed

familiar

Category Words

Sound words

Phonics

Phonological/


Rime Blending,

Phoneme Identity, Phonem Blending,

Phoneme Segmentation

Phonics: /n/n (initial/final)

Consonant/Vowel Review: /a/a, /i/i, /m/m, /p/p, /s/s, /t/t

Extend: final double letters,

-ss, -tt











provided sources to answer a question. [2 lessons]

Fluency Skill



Writing




Personal Narrative Sentence

Research & Inquiry

Weekly Project: What sounds do you

hear at school?



L.K.1.d Understand and use question words (interrogatives)

(e.g., who, what, where, when, why, how). [4 lessons]


I. [1 lesson]




















Week 3:

Weekly Concept

The Places We Go

Essential Question:

What places do you

go during the week?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: “Field Trips”

Genre:

Informational Text

Strategy: Visualize


Selection

Main Selection Title: Please Take

Me for a Walk

Genre: Fantasy

Strategy: Visualize

Skill: Character, Setting, Events (Use

Illustrations)

Paired Selection Title: “A

Neighborhood”

Genre:

Informational Text

Text Feature: Map


Comprehension

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

*Benchmark*

See District

Benchmark

Assessment

Plan

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K-5 ELA

Assessment

Plan






RF.K.2.e Add or substitute individual sounds (phonemes) in

simple, one-syllable words to make new words. [2 lessons]























story. [1 lesson]



what moment in a story an illustration depicts). [1 lesson]











Short Text: "We Go to See Nan"

Genre: Fiction

Short Text: "Can We Go?"

Genre: Nonfiction

Leveled Readers

Strategy: Visualize

Skill: Character, Setting, Events

Main Selection

Genre: Fiction

Titles:

A: We Can Go

O: Going by Cab

E: Going by Cab

B: Cal’s Busy Week


Literature Big Book: Sentence

structure, organization

Language

Vocabulary

Academic Words:

characters

setting

map


go


local

routine

neighborhood

volunteer

intelligent

Category Words

Sequence words

Phonics

Phonological/

Phonemic Awareness:

Count and Pronounce Syllables,

Phoneme Isolation, Phoneme

Blending, Phoneme Identity,









is...). [3 lessons]











Phonics: /k/c (initial)

Consonant/Vowel Review: /a/a, /i/i, /m/m, /n/n, /s/s, /p/p, /t/t

Fluency Skill



Writing




Write an Opinion Sentence

Research & Inquiry

Weekly Project:

What places do you go to during the

week? What do you do there?




English Language Arts Grade K –Unit 4: Around the Neighborhood

Time Frame: 3 Weeks

Description: The Big Idea: What do you know about the people and the places in your neighborhood?

Unit 4 Comprehension Skills and Strategies: ask & answer questions, key details, sequence, story elements


Writing: ideas, descriptive sentence, word choice, expository sentence

Standards Topics Activities Resources Assessment L.K.1.f Produce and expand complete sentences in shared














RF.K.1.b Recognize that spoken words are represented in

written language by specific sequences of letters. [1 lesson]









most frequent sound for each consonant. [1 lesson]



Week 1

Weekly Concept:

Time for Work

Essential Question:

What do people use

to do their jobs?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: “Little Juan and the Cooking

Pot”

Genre: Fable



Selection

Main Selection Title: Whose Shoes?

A Shoe for Every Job



Skill: Key Details (Sequence)

Paired Selection Title: “Workers

and

Their Tools”

Genre:

Informational Text

Text Feature: Labels


Comprehension

Short Text: "Tom on Top!"

Genre: Nonfiction

Leveled Readers


Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan






































topic. [2 lessons]







Skill: Key Details

Main Selection


Titles:

A: You Cook

O: On the Job

E: On the Job

B: The Neighborhood



Ideas

Language

Vocabulary

Academic Words:

adjective

category

revise

draft


you


equipment

uniform

utensils

expect

remained

Category Words

Job words

Phonics

Phonological/


Rime Segmentation, Phoneme

Isolation (initial), Phoneme Isolation

(initial/medial), Phoneme Blending,


Phonics:

/o/o (initial/medial)








Consonant/Vowel Review: /a/a, /k/c, /i/i, /m/m, /n/n, /p/p, /s/s,

/t/t

Fluency Skill



Writing


Grammar Skill: Adjectives


Descriptive Sentence

Research & Inquiry

Weekly Project:

Which tools help workers do their

jobs?





















Week 2:

Weekly Concept

Meet Your Neighbors

Essential Question:

Who are your

neighbors?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Reading

Read Aloud

Title: “Cultural Festivals”

Genre:

Informational Text



Selection

Main Selection Title: What Can You

Do with a Paleta?

Genre: Fiction



Illustrations)

Paired Selection Title: “A World

Festival”

Genre:

Informational Text

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan
























text. [1 lesson]



story. [1 lesson]


















Handwriting

Technology

Text Feature: Environmental Print


Comprehension

Short Text: “Sid”

Genre: Fiction

Leveled Readers



Main Selection

Genre: Fiction

Titles:

A: My Neighbors

O: Neighborhood Party

E: Neighborhood Party

B: Parade Day



Structure

Language

Vocabulary

Academic Words:

research

Internet

present

publish


do


appreciate

cultures

prefer

proud

tradition

Category Words

Food words

Phonics

Phonological/

Phonemic Awareness: Sentence


topic. [2 lessons]




reaction to what happened. [1 lesson]




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. [1 lesson]







Segmentation, Phoneme Isolation

(initial), Phoneme Blending, Phoneme

Segmentation

Phonics: /d/d (initial/final)

Consonant/Vowel Review: /a/a, /k/c, /i/i, /m/m, /n/n, /o/o, /p/p,

/s/s, /t/t

Fluency Skill



Writing

Writing Trait: Word Choice



Menu

Research & Inquiry

Weekly Project: What cultures can

be found in your neighborhood?






I. [1 lesson]










Week 3:

Weekly Concept

Pitch In

Essential Question:

How can people help

to make your

community better?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Reading

Read Aloud

Title: “The Bundle of Sticks”

Genre: Fable



Selection

Main Selection Title: Roadwork

Genre:

Informational Text



Paired Selection Title: “A

Community Garden”

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

*Benchmark*

See District

Benchmark

Assessment

Plan

&

K-5 ELA

Assessment

Plan












































Mechanics

Writing


Handwriting

Technology

Genre:

Informational Text



Comprehension

Short Text: "I Can, You Can!

Genre: Fiction

Leveled Readers


Skill: Key Details

Main Selection


Titles:

A: We Clean!

O: Can You Fix It?

E: Can You Fix It?

B: Helping Mom


Literature Big Book: Specific

vocabualry

Language

Vocabulary

Academic Words:

chart

sequence

blend

plot


and

do

go

to

you


community

improve

confused

harvest

quarrel






retell key details of a text. [1 lesson]



RI.K.9 With prompting and support, identify basic similarities in

and differences between two texts on the same topic (e.g., in







including key details. [1 lesson]


text. [1 lesson]


poems). [1 lesson]



story. [1 lesson]

















topic. [2 lessons]


Category Words

Position words

Phonics

Phonological/


Rhyme, Phoneme Identity, Phoneme

Blending, Phoneme Segmentation

Phonics: /i/i, /n/n, /k/c, /o/o, /d/d

Consonant/Vowel Review: /a/a, /k/c, /d/d, /i/i, /m/m, /n/n, /o/o,

/p/p, /s/s, /t/t

Fluency Skill



Writing




Expository Sentence

Research & Inquiry

Weekly Project:

In what ways can we improve our

community?


Technology –Go Digital!














English Language Arts Grade K –Unit 5: Wonders of Nature

Time Frame: 3 Weeks

Description: The Big Idea: What kinds of things can you find growing in nature?

Unit 5 Comprehension Skills and Strategies: reread, main topic & key details,

Vocabulary Strategies: plurals, inflection ending –ed, context clues, academic words, high frequency words, oral vocabulary

Writing: organization, write a poem, write an opinion, write a story sentence

Standards Topics Activities Resources Assessment L.K.1.d Understand and use question words (interrogatives)



























Week 1

Weekly Concept:

How does your

garden grow?

Essential Question:

What do living

things need to grow?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: “Growing Plants”

Genre:

Informational Text

Strategy: Reread


Selection

Main Selection Title: My Garden

Genre: Fiction

Strategy: Reread


Illustrations)

Paired Selection Titles: "Tommy,"

"Maytime Magic," "The Seed,"

"Garden"

Genre: Poetry

Literary Element: Rhyme and

Repetition


Comprehension

Short Text: “Hop Can Hop!”

Genre: Fiction

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan























poems). [2 lessons]



story. [2 lessons]



what moment in a story an illustration depicts). [3 lessons]

















Leveled Readers

Strategy: Reread


Main Selection

Genre: Fantasy

Titles:

A: My Garden

O: My Garden Grows

E: My Garden Grows

B: The Mystery Seeds


Literature Big Book: Purpose

Language

Vocabulary

Academic Words:

pronoun

rhyme

event

beginning

Vocabulary Strategy: Plurals


my


require

plant

harmful

soak

crowd

Category Words

Size words

Phonics

Phonological/

Phonemic Awareness: Count and

Blend Syllables, Phoneme Isolation,

Phoneme Blending, Phoneme

Categorization

Phonics: /h/h (initial)









Consonant/Vowel Review: /a/a, /k/c, /d/d, /i/i, /m/m, /n/n, /o/o,

/p/p,/s/s, /t/t

Extend: final /z/s

Fluency Skill



Writing

Writing Trait:

Organization

Grammar Skill: Pronouns


Poem

Research & Inquiry

Weekly Project:

What do plants need to grow?



L.K.1.b Use frequently occurring nouns and verbs. [1 lesson]


I. [5 lessons]
















Week 2:

Weekly Concept

Trees

Essential Question:

How do living things

change as they

grow?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing

Reading

Read Aloud

Title: “The Pine Tree”

Genre: Fairy Tale

Strategy: Reread


Selection

Main Selection Title: A Grand Old

Tree

Genre:

Informational Text

Strategy: Reread

Skill: Main Topic and Key Details

Paired Selection Title: “From a Seed

to a Tree”


Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan






























lesson] RI.K.9 With prompting and support, identify basic similarities
















Handwriting

Technology

Text Feature: Diagram


Comprehension

Short Text: "Ed and Ned"

Genre: Nonfiction

Leveled Readers

Strategy: Reread


Main Selection


Titles:

A: The Tree

O: Many Trees

E: Many Trees

B: Our Apple Tree



Language

Vocabulary

Academic Words:

fact

topic

fairy tale

diagram

Vocabulary Strategy: Inflectional Ending

-ed


are


develop

amazing

content

enormous

imagine

Category Words

Tree Parts






is...). [3 lessons]














Phonics

Phonological/



(initial), Phoneme Blending (medial),


Phonics:

/e/e (initial/medial)

Consonant/Vowel Review: /a/a, /k/c, /d/d, /h/h, /i/i, /m/m, /n/n,

/o/o, /p/p, /s/s, /t/t

Fluency Skill



Writing

Writing Trait:

Organization



Opinion About a Book

Research & Inquiry

Weekly Project:

How do trees change as they grow?













Week 3:

Weekly Concept

Fresh from the Farm

Essential Question:

What kinds of things

grow on a farm?

Reading

Reading

Read Aloud

Title: "Farms Around the World"


Strategy: Reread


Selection

Main Selection Title: An Orange in

January

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

*Benchmark*

See District

Benchmark

Assessment

Plan & K-5

ELA

Assessment

Plan










































story. [1 lesson]

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Genre:

Informational Text

Strategy: Reread


Paired Selection Title: “Farmers’ Market”

Genre:

Informational Text

Text Feature: Lists


Comprehension

Short Text: “Ron With Red”

Genre: Fiction

Leveled Readers

Strategy: Reread


Main Selection


Titles:

A: The Farmer

O: Let’s Make a Salad!

E: Let’s Make a Salad!

B: Farm Fresh Finn



structure

Language

Vocabulary

Academic Words:

reread

lists

Vocabulary Strategy: Context Clues


with

he

hill.com

Gloucester

Township

Share Network














topic. [3 lessons]















fresh

delicious

beneath

raise

special

Category Words

Food words

Phonics

Phonological/


Rhyme

Phonemic Awareness: Phoneme

Isolation (initial, both letters),


Addition

Phonics: /f/f, /r/r (initial)

Consonant/Vowel Review: /a/a, /k/c, /d/d, /e/e, /h/h, /i/i, /o/o,

/m/m, /n/n, /p/p, /s/s, /t/t

Fluency Skill


Automaticity; Intonation; Phrasing

Writing

Writing Trait: Organization


Weekly Writing Focus: Write Story

Sentences

Research & Inquiry

Weekly Project: How do fruits and

vegetables grow?




English Language Arts Grade K –Unit 6: Weather for All Seasons

Time Frame: 3 Weeks

Description: The Big Idea: How do weather and seasons affect us?

Unit 6 Comprehension Skills and Strategies: visualize, key details, sequence

Vocabulary Strategies: context clues, shades of meaning, question words, academic words, high frequency words, oral

vocabulary

Writing: voice, write an opinion, write a personal narrative

Standards Topics Activities Resources Assessment L.1.1.b Use common, proper, and possessive nouns. [1 lesson]


L.K.1.c Form regular plural nouns orally by adding /s/ or /es/

(e.g., dog, dogs; wish, wishes). [4 lessons]























Week 1

Weekly Concept:

The Four Seasons

Essential Question:

How are the seasons

different?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: “A Tour of the

Seasons”

Genre:

Informational Text

Strategy: Visualize


Selection

Main Selection Title: Mama, Is It

Summer Yet?

Genre: Fiction

Strategy: Visualize


Paired Selection Titles: "New

Snow," "Rain Song," "Covers,"

excerpt from "Honey, I Love You"

Genre: Poetry

Literary Element: Rhyme


Comprehension

Short Text: “Is It Hot?”

Genre: Nonfiction

Leveled Readers

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan



















poems). [3 lessons]



story. [1 lesson]





















is...). [2 lessons]


Strategy: Visualize


Main Selection

Genre: Fiction

Titles:

A: It Is Hot!

O: Little Bear

E: Little Bear

B: Ant and Grasshopper



Language

Vocabulary

Academic Words:

plural

pattern


(multiple-meaning words, unknown

phrases)


is

little


weather

seasons

migrate

active

spot

Category Words

Seasons

Phonics

Phonological/



Isolation, Phonome Blending,


Phonics: /b/b (initial/final),
















/l/l (initial)

Consonant/Vowel Review: /a/a, /k/c, /d/d, /e/e, /f/f, /h/h, /i/i,

/o/o, /m/m, /n/n, /p/p, /r/r, /s/s, /t/t

Extend: final double letters,

-ll

Fluency Skill



Writing

Writing Trait: Voice

Grammar Skill: Nouns

Weekly Writing Focus: Write

Opinion Sentences

Research & Inquiry

Weekly Project: What do we do in different seasons?




















Week 2

Weekly Concept:

What's the Weather?

Essential Question:

What happens in

different kinds of

weather?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Reading

Read Aloud

Title: “The Frog and the Locust”

Genre: Folktale

Strategy: Visualize


Selection

Main Selection Title: Rain

Genre: Fantasy

Strategy: Visualize


Paired Selection Title: “Cloud

Watch”

Genre:

Informational Text

Text Feature: Speech Bubbles

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan



























poems). [1 lesson]



story. [1 lesson]







in small and larger groups. [2 lessons]







Writing


Handwriting

Technology


Comprehension

Short Text: "Kim and Nan"

Genre: Fiction

Leveled Readers

Strategy: Visualize

Skill: Key Details

Main Selection

Genre: Fiction

Titles:

A: The Rain

O: Weather Is Fun

E: Weather Is Fun

B: Kate and Tuck


Literature Big Book: Lack of Prior

Knowledge

Language

Vocabulary

Academic Words:

narrative

folktale

speech bubbles

dialogue

Vocabulary Strategy: Shades of

Meaning


she

was


predict

temperature

drought

clever

storm














Category Words

Weather Words

Phonics

Phonological/

Phonemic Awareness:

Recognize Rhyme,

Phoneme Isolation,

Phoneme Blending,


Phonics: /k/k (initial), /k/ck

(final)

Consonant/Vowel Review:

/a/a, /b/b, /k/c, /d/d, /e/e, /h/h, /i/i, /l/l,

/o/o, /m/m, /n/n, /p/p, /s/s, /t/t

Fluency Skill



Writing




Personal Narrative

Research & Inquiry

Weekly Project:

How can you observe how strong

the wind blows?













































Week 3

Weekly Concept:

Stormy Weather

Essential Question:

How can you stay

safe in bad weather?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: "Rainbow Crow"

Genre: Myth

Strategy: Visualize


Selection

Main Selection Title: Waiting Out

the Storm

Genre: Fiction

Strategy: Visualize


Paired Selection Title: “Be Safe in

Bad Weather”

Genre:

Informational Text

Text Feature: Directions


Comprehension

Short Text: "Mack and Ben"

Genre: Fiction

Leveled Readers

Strategy: Visualize

Skill: Key Details

Main Selection

Genre: Fiction

Titles:

A: Bad Weather

O: Getting Ready

E: Getting Ready

B: The Storm



Structure

Language

Vocabulary

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

*Benchmark*

See District

Benchmark

Assessment

Plan & K-5

ELA

Assessment

Plan








text. [1 lesson]


poems). [1 lesson]



story. [1 lesson]

















topic. [3 lessons]














Academic Words:

purpose

report

myth

Vocabulary Strategy: Question

Words


are

he

is

little

my

she

was

with


safe

prepare

notice

celebration

enough

Category Words

Question words

Phonics

Phonological/


Alliteration, Phoneme Identity,


Addition

Phonics: /h/h, /e/e, /f/f, /r/r, /b/b, /l/l,

/k/k, /k/ck

Fluency Skill-Sound-Spelling and

Word Automaticity; Expression

Writing




Weather Report

Research & Inquiry

Weekly Project: What are some

ways to stay safe in bad weather?




English Language Arts Grade K –Unit 7: The Animal Kingdom

Time Frame: 3 Weeks

Description: The Big Idea: What are different kinds of animals?

Unit 7 Comprehension Skills and Strategies: reread, connections w/text (compare & Contrast), predictions, visualize, key

details

Vocabulary Strategies: compound words, prepositions, question words, academic words, high frequency words, oral

vocabulary

Writing: word choice, voice, write an explanatory sentence, write a weather report

Standards Topics Activities Resources Assessment L.K.1.b Use frequently occurring nouns and verbs. [7 lessons]



























Week 1

Weekly Concept:

Baby Animals

Essential Question:

How are some

animals alike and

how are they

different?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Title: “Baby Farm Animals”

Genre:

Informational Text

Strategy: Reread


Selection

Main Selection Title: Zoo Borns!

Genre:

Informational Text

Strategy: Reread

Skill: Connections Within Text

(Compare and Contrast)

Paired Selection Title: "Mischievous

Goat," "Over in the Meadow," "Kitty

Caught a Caterpillar"

Genre: Poetry

Literary Element: Alliteration


Comprehension

Short Text: “A Pup and a Cub”

Genre: Nonfiction

Leveled Readers

Strategy: Reread

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan











a text. [4 lessons]











text. [1 lesson]


poems). [2 lessons]



story. [2 lessons]








SL.K.5 Add drawings or other visual displays to descriptions as

desired to provide additional detail. [1 lesson]






topic. [3 lessons]


Skill: Connections Within Text

(Compare and Contrast)

Main Selection

Genre:

Informational Text

Titles:

A: Two Cubs

O: Animal Bodies

E: Animal Bodies

B: Two Kinds of Bears


Literature Big Book: Lack of Prior

Knowledge

Language

Vocabulary

Academic Words: same

different

verb

inquiry

Vocabulary Strategy: Compound

Words


for

have


appearance

behavior

exercise

wander

plenty

Category Words

Animal Parts










Phonics

Phonological/



(initial), Phonome Blending,

Phoneme Deletion

Phonics:

/u/u (initial/medial)

Consonant/Vowel Review: /a/a, /b/b,

/k/c, /k/ck, /d/d, /e/e, /f/f,/h/h, /i/i, /k/k,

/l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t

Fluency Skill



Writing




Animal Card

Research & Inquiry

Weekly Project:

What features do animals have?













Week 2

Weekly Concept:

Pet Pals?

Essential Question:

How do you take care

of different kinds of

pets?

Reading

Reading

Read Aloud

Title: “The Family Pet"

Genre:

Informational Text

Strategy: Make Predictions


Selection

Main Selection Title:The Birthday

Pet

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

See K-5 ELA

Assessment

Plan






















spellings (graphemes) for the five major vowels. [1 lesson]














poems). [2 lessons]



story. [1 lesson]






Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Genre: Fiction

Strategy: Make, Confirm, and Revise

Predictions

Skill: Character, Setting, Plot

(Problem and Solution)

Paired Selection Title: “The Perfect

Pet”

Genre: Fiction

Text Feature: Chart


Comprehension

Short Text: “I Hug Gus!”

Genre: Fiction

Leveled Readers

Strategy: Make. Confirm, and Revise

Predictions


Main Selection

Genre: Fiction

Titles:

A: My Cats

O: Their Pets

E: Their Pets

B: Will’s Pet



Language

Academic Words: explain

prediction

Vocabulary Strategy: Prepositions


of

they

Gloucester

Township

Share Network












topic. [3 lessons]















responsibility

train

depend

compared

social

Category Words

Pet Words

Phonics

Phonological/


and Generate Rhyme, Phoneme

Isolation (initial/final g; initial w),


Substitution

Phonics: /g/g (initial/final),

/w/w (initial)

Extend: l-blends; sl, gl, cl


/k/c, /k/ck, /d/d, /e/e, /f/f, /h/h, /i/i, /l/l,

/m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t,

/u/u

Fluency Skill



Writing




Explanatory

Research & Inquiry

Weekly Project:

How do you take care of a pet?






L.K.2.b Recognize and name end punctuation. [1 lesson]


































a text. [1 lesson]





Week 3

Weekly Concept:

Stormy Weather

Essential Question:

How can you stay

safe in bad weather?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Read Aloud

Title: "Rainbow Crow"

Genre: Myth

Strategy: Visualize


Selection

Main Selection Title: Waiting Out

the Storm

Genre: Fiction

Strategy: Visualize


Paired Selection Title: “Be Safe in

Bad Weather”

Genre:

Informational Text

Text Feature: Directions


Comprehension

Short Text: "Mack and Ben"

Genre: Fiction

Leveled Readers

Strategy: Visualize

Skill: Key Details

Main Selection

Genre: Fiction

Titles:

A: Bad Weather

O: Getting Ready

E: Getting Ready

B: The Storm



Structure

Language

Vocabulary

Academic Words:

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

*Benchmark*

See District

Benchmark

Assessment

Plan & K-5

ELA

Assessment

Plan










story. [1 lesson]















SL.K.3 Ask and answer questions in order to seek help, get

information, or clarify something that is not understood. [1

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















purpose

report

myth

Vocabulary Strategy: Question

Words


are

he

is

little

my

she

was

with


safe

prepare

notice

celebration

enough

Category Words

Question words

Phonics

Phonological/


Alliteration, Phoneme Identity,


Addition

Phonics: /h/h, /e/e, /f/f, /r/r, /b/b, /l/l,

/k/k, /k/ck



Writing




Weather Report

Research & Inquiry

Weekly Project: What are some

ways to stay safe in bad weather?




English Language Arts Grade K –Unit 8: From Here to There

Time Frame: 3 Weeks

Description: The Big Idea: Where can you go that is near and far?

Unit 8 Comprehension Skills and Strategies: predictions, story elements, reread, main topic & key details

Vocabulary Strategies: context clues, synonyms, similes, academic words, high frequency words, oral vocabulary

Writing: sentence with prepositions, personal narrative, write a travel poster, write a counting book

Standards Topics Activities Resources Assessment L.K.1.b Use frequently occurring nouns and verbs. [1 lesson]

L.K.1.e Use the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with). [6 lessons]


I. [2 lessons]























Week 1 Weekly Concept: On

the Move

Essential Question:

What can help you go

from here to there?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Reading

Title: “The King of the Winds”

Genre: Tale



Selection

Main Selection Title: When Daddy’s

Truck Picks Me Up

Genre: Fiction


Predictions

Skill: Character, Setting, Plot (Use

Illustrations)

Paired Selection Title: “From Here

to There”

Genre: Nonfiction



Comprehension

Short Text: “Dad Got a Job”

Genre: Fiction

Leveled Readers


Predictions

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan










a text. [1 lesson]








text. [2 lessons]



story. [1 lesson]

























Main Selection

Genre: Fiction

Titles:

A: I Go Places

O: Run, Quinn!

E: Run, Quinn!

B: Going to Gran’s House



Language

Vocabulary

Academic Words: preposition

order

headings



here

me


transportation

vehicle

journey

fierce

wide

Category Words

Vehicles

Phonics

Phonological/



(initial j, qu), Phonome Blending,


Phonics: /j/j, /kw/qu (initial)





/k/c, /k/ck, /d/d, /e/e, /f/f, /g/g, /h/h,

/i/i, /l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s,

/t/t, /u/u, /v/v, /w/w, /ks/x

Fluency Skill



Writing


Grammar Skill: Sentences with

Prepositions


Personal Narrative

Research & Inquiry

Weekly Project:

What are different ways to travel?



.K.1.e Use the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with). [6 lessons]


I. [4 lessons]















Week 2

Weekly Concept:

My U.S.A.

Essential Question:

What do you know

about our country?

Reading

Language

- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing

Reading

Read Aloud

Title: “The Best of the West”

Genre:

Informational Text

Strategy: Reread


Selection

Main Selection Title: Ana Goes to

Washington, D.C.

Genre:

Informational Text

Strategy: Reread


Paired Selection Title: “See Our

Country”

Genre: Nonfiction

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

Gloucester

Township

Share Network

See K-5 ELA

Assessment

Plan



























lesson] RI.K.9 With prompting and support, identify basic similarities



















Handwriting

Technology



Comprehension

Short Text: “Pack a Bag!”

Genre: Fiction

Leveled Readers

Strategy: Reread


Main Selection


Titles:

A: See This!

O: Places to See

E: Places to See

B: My Trip to Yellowstone


Literature Big Book: Genre

Language

Academic Words:

history

text

Vocabulary Strategy: Synonyms


this

what


country

travel

careful

purpose

connect

Category Words

Ordinal Numbers

Phonics

Phonological/




topic. [3 lessons]














Phonemic Awareness: Generate

Rhyme, Phoneme Identity, Phoneme

Blending, Phoneme Substitution

Phonics: /y/y, /z/z (initial)


/b/b, /k/c, /k/ck, /d/d, /e/e, /g/g, /h/h,

/i/i, /k/k, /m/m, /n/n, /o/o, /p/p,

/kw/qu, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/x

Fluency Skill



Writing


Grammar Skill: Sentences with

Prepositions


Travel Poster

Research & Inquiry

Weekly Project:

What would you like to find out about

in our country?




use (e.g., note places at school that are colorful). [1 lesson]




with /l/, /r/, or /x/.) [1 lesson]






Week 3

Weekly Concept:

Look to the Sky

Essential Question:

What do you see in

the sky?

Reading

Language

Reading

Read Aloud

Title: “A View from the Moon”




Selection

Main Selection Title: Bringing

Down the Moon

Genre: Fiction

Grade K,

Wonders,

McGraw-Hill,

2014

Your Turn

Practice Book

www.connecte

d.mcgraw-

hill.com

*Benchmark*

See District

Benchmark

Assessment

Plan

&

K-5 ELA

Assessment

Plan









opinions about them). [1 lesson]




- Vocabulary

- Phonics

- Grammar and

Mechanics

Writing


Handwriting

Technology

Strategy: Make Confirm, Revise

Predictions

Skill: Character Setting, Plot


Paired Selection Title: “Day and

Night Sky”




Comprehension

Short Text: “Up! Up! Up!”

Genre: Nonfiction

Leveled Readers


Predictions



Main Selection

Genre: Fantasy

Titles:

A: Going Up

O: In the Clouds

E: In the Clouds

B: How Sun and Moon Found Home



Structure

Language

Vocabulary

Academic Words:

prepositional phrase

Vocabulary Strategy: Similes


for

Gloucester

Township

Share Network

have

they

of

said

want

here

me

this

what


distance

recognize

space

challenge

surface

Category Words

Opposites

Phonics

Phonological/



Identity, Phoneme Categorization,

Phoneme Addition

Phonics: /u/u, /g/g, /w/w, /x/x, /v/v,

/j/j, /k/qu, /z/z


/b/b, /k/c, /k/ck, /d/d, /e/e, /g/g, /h/h,

/i/i, /k/k, /m/m, /n/n, /o/o, /p/p,

/kw/qu, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/x,

/y/y, /z/z



Writing

Writing Trait:

Sentence Fluency

Grammar Skill:

Sentences with Prepositions


Counting Book

Research & Inquiry

Weekly Project: What can you see in

the sky during the day and at night?



Appendix A

Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or

removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS

Required when on an IEP or 504 plan, but can be

implemented for any student to support their

learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers shall implement any instructional adaptations written in student IEPs.

Teachers will implement strategies for all Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity.

Teacher will implement Adaptations for Learning Styles (Appendix

Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming,

1987)

Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning

styles. Additionally, all learners have a preferred mode of processing information- visual,

audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction,

and when differentiating learning activities. The following recommendations are

accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple

means of presenting information, allow students to interact with information in multiple ways,

and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visulaize events as they read

Study using flash cards

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read

directions aloud to themselves.

Utilize read alouds

Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events

Trace words/sounds on paper, sand, or water

Use manipulatives

Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan

work carefully, and complete the assignment from beginning to end without interruptions. Accommodations:

Repeat/rephrase directions

Provide a checklist or step by step written directions

Break assignments in to chunks

Provide samples of desired products

Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing

and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed

notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes

in a highly specific manner. Accommodations:

Provide detailed directions for assignments

Provide checklists

Provide frequent feedback and encouragement

Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on

details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The

learner uses technical reasoning to figure out how to do things, works alone without interference, displays

knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations:

Allow to work independently or as a leader of a group

Give opportunities to solve problems and not memorize information

Plan hands-on tasks

Explain relevance and real world application of the learning

Will be likely to respond to intrinsic motivators, and may not be motivated by grades

Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while

seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The

learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and

unusual approaches; and improvises. Accommodations:

Allow choice in assignments

Encourage creative solutions to problems

Allow students to experiment or use trial and error approach

Will likely be motivated by autonomy within a task and creative assignments

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to

detail

APPENDIX C Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose Examples To present information through different modalities

such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose Examples To make words, symbols, pictures, and mathematical

notation clear for all students.

Use larger font size

Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose Examples To provide scaffolding so students can access and

understand information needed to construct useable

knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions

Graphic organizers and concept maps

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples To provide materials that all learners can physically

utilize

Use of computers to type when available

Provide help with cutting, pasting, or other physical

tasks

Preferential or alternate seating

Provide assistance with organization

Strategy #5: Options for expression and communication

Purpose Examples To allow the learner to express their knowledge in

different ways

Allow oral responses or presentations

Students show their knowledge with webs, charts,

graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose Examples To scaffold student ability to set goals, plan, and

monitor progress

Provide clear learning goals, scales, and rubrics

Modeling skills and tasks

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose Examples To make learning relevant, authentic, interesting, and

engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and

graphics on written documents

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Strategy #8: Options for sustaining effort and persistence

Purpose Examples To create extrinsic motivation for learners to stay

focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plans

Strategy #9: Options for self-regulation

Purpose Examples To develop intrinsic motivation to control behaviors

and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records,

journals, or checklists

Ask students to reflect on behavior and effort

Appendix D

Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared

to their chronological peers in the local district and who require modification of their educational program if

they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide

appropriate K-12 services for gifted and talented students. This includes appropriate curricular and

instructional modifications for gifted and talented students indicating content, process, products, and learning

environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted

Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between

the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with

the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and

the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted

behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for Accommodation

High Level

Questions

Discussions and tests, ensure the highly

able learner is presented with questions

that draw on advanced level of

information, deeper understanding, and

challenging thinking.

Require students to defend answers

Use open ended questions

Use divergent thinking questions

Ask student to extrapolate answers when given

incomplete information

Tiered

assignments

In a heterogeneous class, teacher uses

varied levels of activities to build on

prior knowledge and prompt continued

growth. Students use varied

approaches to exploration of essential

ideas.

Use advanced materials

Complex activities

Transform ideas, not merely reproduce them

Open ended activity

Flexible Skills

Grouping

Students are matched to skills work by

virtue of readiness, not with assumption

that all need same spelling task,

computation drill, writing assignment,

etc. Movement among groups is

common, based on readiness on a given

skill and growth in that skill.

Exempt gifted learners from basic skills work in

areas in which they demonstrate a high level of

performance

Gifted learners develop advanced knowledge and

skills in areas of talent

Independent

Projects

Student and teacher identify problems

or topics of interest to student. Both

plan method of investigating

topic/problem and identifying type of

product student will develop. This

product should address the problem and

demonstrate the student’s ability to

apply skills and knowledge to the

problem or topic

Primary Interest Inventory

Allow student maximum freedom to plan, based

on student readiness for freedom

Use preset timelines to zap procrastination

Use process logs to document the process

involved throughout the study

Learning

Centers

Centers are “Stations” or collections of

materials students can use to explore,

extend, or practice skills and content.

For gifted students, centers should

move beyond basic exploration of

topics and practice of basic skills.

Instead it should provide greater

breadth and depth on interesting and

important topics.

Develop above level centers as part of classroom

instruction

Interest

Centers or

Interest Groups

Interest Centers provide enrichment for

students who can demonstrate

mastery/competence with required

work/content. Interest Centers can be

used to provide students with

meaningful learning when basic

assignments are completed.

Plan interest based centers for use after students

have mastered content

Contracts and

Management

Plans

Contracts are an agreement between the

student and teacher where the teacher

grants specific freedoms and choices

about how a student will complete

tasks. The student agrees to use the

freedoms appropriately in designing

and completing work according to

specifications.

Allow gifted students to work independently

using a contract for goal setting and

accountability

Compacting A 3-step process that (1) assesses what

a student knows about material “to be”

studied and what the student still needs

to master, (2) plans for learning what is

not known and excuses student from

what is known, and (3) plans for freed-

up time to be spent in enriched or

accelerated study.

Use pretesting and formative assessments

Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English

Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes

and Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade progress

K-2

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified

response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

K-2

Intermediate Level:

Allow extra time to complete tests. Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Grades 3-5

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Documents

Gloucester Township Public Schools K ELA Curriculum.pdfGloucester Township Public Schools English Language Arts Grade K –Unit 1: Take a New Step Time Frame: 3 Weeks Description: