Grade K ELAR Unit 4 Overview

Title Suggested Time Frame

Fairy Tales and Poetry In this unit, students will discuss themes of well­known fairytales and connect it to personal experience. They will begin to understand the structure and elements of poetry.   Students should be exposed to all types of genres (poetry, fiction, nonfiction, etc.) through a variety of reading, regardless of when it is explicitly taught. Students should be writing (with adult assistance in the beginning) daily.

4th Six Weeks 32 Days

Big Ideas/Enduring Understandings Guiding Questions

Reading ● Poets use words and tools that help their readers imagine. ● Readers can connect to a story/poem through a personal experience. ● Readers use patterns to help them read and understand. ● Folktales or fables tend to have recurring phrases and often center 

around a theme or culture.  Writing 

● Poetry is all around us. Poets see everyday things with a poet’s eye. ● Authors want readers to understand their ideas. ● We write to share our experiences with others. ● My writing can always get better. To revise means I get to revisit it! 

Using new tools I can grow my writing. 

Reading ● What kind of words (senses) does the author use to help me picture the 

writing (poem/fairytale)? ● What rules about print did the author follow to make the story easier for 

me to read? ● How does the word/rhyming pattern help me read? ● How does the punctuation help me know how to read the words? ● How does the order of my story help the reader? ● What was the big idea (theme) of ______? ●  What kind of characters were in the fairytale/folktale?  ● What recurring words did you notice?  ● Can you connect the big idea to any personal experience? 

Writing 

● What descriptive words can I come up with? How can my senses help me describe things with a poet’s eye? 

● When do I need to use a capital letter?  ● How do I know if I have a complete sentence?  ● Did I put spaces between my words?  

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● Did I practice reading my writing aloud, and make sure it looks how I want it to sound? 

 

Reading and Writing Connections

Reading TEKS

K.1 Reading/Beginning Reading Skills/Print Awareness. K.1E(sentence structure) K.5 Reading/Vocabulary Development. K.5C(sorting) K.6 Reading/Comprehension of Literary Text/Theme and Genre K.6B(folktales and fables) K.6C(sensory details) K.6D(recurring phrases & characters) K.7  Reading/Comprehension of Literary Text/Poetry. K.7A(rhythm and rhyme)  ONGOING Figure 19  (A) purpose for reading  (B) ask questions  (C) monitor comprehension  DE­Readiness in Fiction, Nonfiction, and Expository and Supporting in Poetry (D) make inferences  (E) retell important events  (F) make connections 

Word Study/Phonics TEKS

K.3 Reading/Beginning Reading Skills/Phonics. K.3B (CCVC)  K.3C (creating new words) K.3D High Frequency words

   

Writing TEKS

K.13ABCDE (develop drafts/Share) K.14B (Write poems)   The Writing Academy

Conventions TEKS

K.16 Oral and Written Conventions/Conventions K.16Ai­Aiii(past and future tense, nouns, descriptive words) K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. K.17B(capitalization) K.17C(punctuation) 

Listening & Speaking TEKS

K.21A (listen and ask) K.21B (follow short directions) K.22 (speak clearly) K.23 (follow conversational rules)

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Vertical Alignment Expectations

*TEKS one level below* *TEKS one level above*

ELAR Vertical Alignment Document

Sample Assessment Question

What did we learn from reading this story?   How can the lesson in this story help you? Why do you think the authors of these stories always begin with “once upon a time”   What do the authors mean by “they lived happily ever after”? Listen to the first two lines in this poem and tell me two words that rhyme.  What two words do you hear that rhyme?   

The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth

and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested

resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district

curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.

Reading Bundle

Ongoing TEKS: Fig. 19, 4AB,8AB, 9A, 10A-D

Knowledge and Skills with

Student Expectations

District Specificity/ Examples

Vocabulary

Instructional

Strategies

Suggested Resources

Resources listed and categorized to indicate suggested uses. Any additional resources must be

aligned with the TEKS.

Fig 19  Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent

(e.g., using background knowledge, creating sensory images, re- reading a portion aloud);

Purpose Real Imagined Events

-Read Alouds -5 W’s Who, What, Where, When, Why -Teacher can fill out graphic organizer

Children’s Literature: Journeys Various picture books/read ALouds Leveled Readers

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reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to: (A) discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language); (B) ask and respond to questions about text; Fig.19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re- reading a portion aloud); (D) make inferences based on the cover, title, illustrations, and plot; Fig.19E retell or act out important events in stories; and  Fig.19F  make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.  

Why do you think we read this book? How did this story make you feel? What did you like best in this story? What did you learn from listening to me read ? Where did the story take place? Who was _’s mother? What did _ do in the story? What happened in the story? When was this article written? Listen carefully as I reread this story and find out why _ was important. I will reread this information. Tell me what you learned that you did not learn the first time I read it What can you tell about this story from the title? Why is paragraph _ important to the story? You can tell from this picture that— What can you tell about this book from the cover? Retell the 3 most important events in this story in the order in which they happened. What happened before (after, when) _? How are your experiences like those of the character in the story? Have you read about this information before in a different article?

Setting Actions Monitor Adjust Background Knowledge Sensory image Retell Act out Important events Community Text evidence Connections Inference Cover Title Illustrations Plot Paragraph

as part of a class discussion. -Riddles are one way to practice inferential thinking skills because successful readers make guesses based on what they read and what they already know -Re-enact story with students -Puppets or picture cards -Sequencing story events -Student retells, draws, writes about a time in which he/she or someone in his/her family/community went through similar situation, place or problem as in that of the text

Activities: -Retelling cards - Websites: Sequencing http://www.internet4classrooms.com/skill_builders/sequencing_language_arts_first_1st_grade.htm Inference http://www.readingrockets.org/strategies/inference Think Alouds http://www.readingrockets.org/strategies/think_alouds Lessons:

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What information in this article reminded you of our community?

K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:  K. 1E  recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);  

(e.g., through kinesthetic or tactile actions such as clapping and jumping); Students should be able to frame (use 2 fingers placing at beginning and end) a sentence during shared reading and guided reading activities.

Sentence (s) Word Space

-Slower simplified speech (ELPS) -Recognize sounds used in the word: picture cards (ELPS) -Sentence building activities -Modeling writing and reading

Children’s Literature: Journeys Various picture books Leveled Readers Activities: Sentence Strips Fountas and PInnell: Phonics Lessons Pgs. 91, 95, and 99 Websites: Printable books http://www.clarkness.com/Single%20Page%20Story%20Collections.htm http://www.prometheanplanet.com/en-us/index.aspx Lessons:

K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:  K.5C identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and

Sorting by color shape, texture, beginning letter/sound  How would you group these pictures?  What do the pictures have in common?   What would you name this group of pictures?  

Sort Attribute Categories

-modeling -manipulatives -partner games and peer interaction

Children’s Literature: Various picture books Activities: -Photo cards Fountas and Pinnell:Phonics Lessons Word Meaning Activities starting on pg. 403 Websites: Lessons: Background/Extra Information:

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K.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: K.6B  discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience;;

K.6C  recognize sensory details; and K.6D  recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures

Students should be able to find theme (or lesson that character/reader learned).  Many students will be ready to compare one fable to another and find similar themes.  6B Have you had an experience like _ in this story?   What did we learn from reading this story?   How can the lesson in this story help you?  6C How did you know what _ was feeling?   Which part of this story made you feel happy (sad)?   What there any part of this story that made you  6D Why do you think the authors of these stories always begin with “once upon a time”   What do the authors mean by “they lived happily ever after”?  ­Students can recognize when an author writes words that describe how something smells, tastes, looks, sounds, or feels.  Insert emotion] is [color]. (happy is yellow) 

Big idea (theme) Folktale Fable Fairy tale Fantasy Nursery rhyme Lullaby Senses Details See Hear Smell Taste Touch Recurring Repeating Fairy tales Phrases Characters (villain, hero) Message Theme

Modeling Picture walks Anchor charts Peer interaction Story props Graphic organizer Modeling Act story out Anchor charts Peer interaction Story props

Children’s Literature: Journeys Books – Fairy Tales, Fables, Nursery Rhymes, Lullabies, Folk Tales Activities: Websites: Lessons:

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 It sounds like ___________. (laughing)  It smells like ___________. (popcorn)  It tastes like ____________. (cotton candy)  It looks like ____________.  (a hug)  [Same emotion] feels like ____________.

K.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:  K.7A Rhythm and rhyme respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.

-Listen to the first two lines in this poem and tell me 2 words that rhyme. -What 2 words do you hear that rhyme? -Let’s find the rhythm in this poem by listening to me clap as I read

Rhythm Rhyme Beat Repetition

-rhyme away stories -draw a rhyme stories rhyming sentences -focus/weekly poem

Children’s Literature: Journeys Various Poems Activities: Fountas and Pinnell: Phonics Lessons Phonological Awareness Starting on pg. 105 AND Sing a Song of Poetry The Writing Academy pg. 28 AND Block 10 Websites: Lessons:

Word Study/Phonics Bundle

Ongoing TEKS: 3A

Knowledge and Skills

with Student Expectations

District Specificity/ Examples

Vocabulary

Instructional

Strategies

Suggested Resources

Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with

the TEKS.

CISD 2015-2016 Updated Oct. 24, 2015

K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:  K.3B  use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words); K.3C  recognize that new words are created when letters are changed, added, or deleted; and (D) identify and read at least 25 sight words from a commonly used list.

(CCVC)  shut, flat, brat, slit, etc. -kindergarten sight word assessment -ISIP What is this word? What word do you get when you add/delete/change this letter/sound?

Letter (s) Sound Consonant Vowel Add Delete Change Word family

-alphabet charts -student of the day name activities -word walls -modeling -Manipulatives -Magnetic letters, letter cards, etc -Making words lesson -Sight word of the week -Use big alphabet cards to form sight words as a class

Children’s Literature: Activities: Fountas and Pinnell:Phonics Lessons

● Letter Sound Relationships Starting on pg. 309

● High Frequency Word Activities starting on pg. 373

Websites:

● Ways to Learn Sight Words http://www.momto2poshlildivas.com/2012/03/10-ways-to-learn-sight-words-through.html http://www.momto2poshlildivas.com/2012/10/75-fun-ways-to-practice-and-learn.html http://www.havefunteaching.com/?s=sight+words http://www.hubbardscupboard.org/sight_words.html Lessons:

Writing Bundle

Ongoing TEKS: 13 E, 16BC, 17A, 18AC

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Knowledge and Skills

with Student Expectations

District Specificity/ Examples

Vocabulary

Instructional Strategies

Suggested Resources

Resources listed and categorized to indicate suggested uses. Any additional resources must be

aligned with the TEKS.

(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: (A) plan a first draft by generating ideas for writing through class discussion  (B) develop drafts by sequencing the action or details in the story  (C) revise drafts by adding details or sentences (D) edit drafts by leaving spaces between letters and words 

What are you going to write about today? writing samples sharing individual writing out loud

draft ideas list share Sequence Action details revise/change edit spacing letter word sentence

-student of the day -author’s chair -morning message -modeling -Divide a large paper into thirds and have students cut their pictures out and put them in an order. -Write sentences under each picture in order to create a sequence of events. -Have students work in pairs. They will decide where a space is needed and use a yellow crayon to draw a line

Children’s literature: Activities: The Writing Academy Block 7 and Block 10.

(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) dictate or write sentences to tell a story 

-teacher observation sentence story poem

-student of the day -morning message -daily practice

Children's Literature: Activities: The Writing Academy Block 7 and 10 (Poetry) Websites: Lessons:

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(B) write short poems  K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: K.16A (i)  understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (i) past and future tenses when speaking; (ii) nouns (singular/plural); (iii) descriptive words;

In speaking only.  Students speak using the appropriate verb tense. Not – “Yesterday he done that.”  ­Students should be able to identify a noun in a sentence  ­Student should be able to use descriptive words in their writing assignments.     

Complete sentences Action words person place thing Descriptive word Adjective

-classroom conversation -writing lessons -peer interaction

Children’s Literature: Activities: Journeys Websites: Adjectives http://www.turtlediary.com/ela-games/describing-words.html Action verbs http://joyfullearninginkc.blogspot.com/2012/04/animal-actionverb-lessons.html#.Vip_A1X4-Cg Descriptive words http://kindergartensmiles.blogspot.com/2012/01/brrr.html Lessons:

K.17 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: K.17B  capitalize the first letter in a sentence; and

Students are only required to capitalize the first letter in a sentence ….and the first letter in their own name.  Student should use a capital letter on 1st word of a sentence and recognize when it is lowercase.  Student should use a period at the end of the sentence and recognize when it is missing  

Capital Uppercase Period Question mark Exclamation mark Punctuation

student of the day morning message modeling peer editing

Children’s Literature: Activities: Journeys -Handwriting practice Websites: http://www.handwritingworksheets.com/ http://www.softschools.com/handwriting/practice/ http://www.k12reader.com/subject/grammar/punctuation/ending-punctuation/

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K.17C   use punctuation at the end of a sentence. 

Students are encouraged to begin using punctuation at the end of a sentence.   (.  ?   !  )

Lessons:

(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively by facing speakers and asking questions to clarify information (B)follow oral directions that involve a short, related sequence of actions

teacher observation question listen who, what, where, when, why, how first, next, last rules directions

-Centers/workstations -Peer interaction (ELPS) -Verbal cues (ELPS) -modeling -peer interaction -play Simon Says

(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to:

teacher observation share information ideas speak listen

show and tell student of the week author’s chair

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(A) share information and ideas by speaking audibly and clearly using the conventions of language (23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) follow agreed-upon rules for discussion, including taking turns and speaking one at a time

teacher observation rules directions take turns listen interrupt respect

modeling peer interaction

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