Kindergarten Curriculum - rbb.k12.nj.us · PDF fileThe Kindergarten Curriculum Guide outlines thematic units to engage children in the learning process with a variety of lessons and

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Kindergarten Curriculum 2017 - 2018

Adopted: June 2015

Updated: August 2017


Red Bank Borough Public Schools 76 Branch Ave.

Red Bank, NJ 07701

Jared Rumage, Ed.D. Superintendent of Schools

Debra Pappagallo Business Administrator

Stacy Sherwood Supervisor of

Curriculum & Instruction

Jenny Hurd Supervisor of Pupil Personnel Services

Board Members

Fred Stone, President

Michael Ballard

Ben Forest

Janet Jones

Tom Labetti

Juanita Lewis

Marjorie Lowe

Ann Roseman

Suzanne Viscomi


Red Bank Primary School

222 River Street Red Bank, NJ 07701

Kindergarten Curriculum

Alyssa May and Lucy Lakata

Kindergarten Teachers

Luigi Laugelli Dena Russo

Principal Vice Principal

Red Bank Kindergarten Curriculum Guide

Introduction

Philosophy Kindergarten Framework Daily Schedule Daily Routines

Part One

Instructional Overview: English Language Arts (ELA), Social Studies & Science

ELA Standards Scope and Sequence Science/Social Studies Standards Scope and Sequence Integrated Topic Alignment (ELA/Social Studies/Science)

Part Two

Literacy Block Overview Literacy Block Instructional Plan Interpreting the Integrated Units of Instruction Integrated Units of Instruction (ELA/Social Studies/Science)

Part Three Instructional Overview: Writing Writing Block Overview Writing Block Instructional Plan Interpreting the Writing Units of Instruction Writing Units of Instruction

Part Four

Word Work Block Overview Word Work Block Instructional Plan

Part Five

Instructional Overview: Math Math Standards Scope and Sequence Math Block Overview Math Block Instructional Plan Interpreting the Math Units of Instruction Math Units of Instruction

Part Six

Homework Assessments References


Philosophy

The Red Bank Kindergarten Curriculum Guide gives administrators, teachers, and support staff guidance and resources needed to effectively implement the components of high-quality kindergarten instruction. The kindergarten year is critical in laying a strong foundation for the future of every child. The Curriculum Guide is an essential step towards providing a safe and stimulating learning environment that offers the proper balance of nurture and academic rigor. The Curriculum Guide reflects the pedagogy and instructional planning that brings current research and developmentally appropriate kindergarten practices in the twenty-first century together in one usable document. Providing developmentally appropriate environments and learning experiences that stimulate and engage children is our goal. Red Bank seeks to provide the highest quality of learning for all children. The Curriculum Guide promotes consistent instructional practices to best prepare for a seamless transition to first grade. Red Bank Borough Public Schools embrace a philosophy of teaching and learning based on knowledge of how children develop and learn. Kindergartners learn best through experience and manipulation. Kindergarten is a time of change, challenge, and opportunity. Kindergarteners make great intellectual leaps. They go through a major shift, allowing them to develop more across the physical, social and emotional, cognitive, and language domains. Kindergarten can shape a child’s overall outlook on and engagement in lifelong learning. The Kindergarten Curriculum Guide meets the developmental level of kindergartners in both teaching methods and content. The Guide is flexible enough to meet the needs and interests of the children in the class and individualized enough to accommodate each child in the classroom. It is integrated to purposefully incorporate meaningful skills and concepts from multiple content areas in each learning experience. Content instruction is connected to learning experiences and projects, allowing children to develop new understandings by making meaningful connections during hands-on applications. Red Bank Borough Public Schools believe in the role community plays in educating the whole child. Building a classroom community supports social/emotional development, facilitates cognitive development, establishes the learning environment, and helps build partnerships with families. By building a classroom community, teachers foster children’s trust and security. Social development is taught through warmth, caring, and responsiveness to individual children’s interests and feelings. Academic learning occurs in social contexts by ongoing opportunities for children to practice social skills. Teachers encourage socio-dramatic play, cooperative work experiences, problem-solving activities, conversations, and group discussions. Family engagement in classroom activities and projects allows families to better understand how and what their children experience in kindergarten. High quality relationships with families develop when teachers foster regular, respectful, two-way communication that emphasizes each child’s strengths. Families are invited to participate in their child’s school learning with at-home reading and hands-on activities. Teachers embrace diversity and are proactive in learning about the variety of cultures and values represented in their classroom community.


Kindergarten Framework

The kindergarten framework outlines the common language and understanding for working with kindergarten children and using the curriculum guide. Both are aligned with best practices as outlined in the New Jersey Department of Education’s Kindergarten Guidelines. Choice Play Kindergarten classrooms should be rich in child-initiated play and be playful classrooms with focused learning. Small group play with opportunities to learn how to get along contributes greatly to children’s understanding of emotions and social relations. Repeated success with social and emotional problem-solving helps children become even better at self-regulating and “reading” emotions. The teacher subtly facilitates when children’s play stalls, adds materials that stimulate children to extend their current play scenarios and projects, and rotates or provides different materials to spark new play ideas. By emphasizing this time for play based activities, children have opportunities to become deeply engaged at a complex level that supports every content area in the curriculum. Scaffolding Scaffolding refers to a learning situation in which there is a gradual release of responsibility to the child, as the child becomes more responsible for his/her own learning and able to maintain a new skill. Teachers scaffold children’s learning throughout the day. Depending on what the child is learning and their level of proficiency, the teacher tailors instruction to fit these needs. The units of instruction in the Red Bank Kindergarten Curriculum Guide are designed to be multi-level, meaning that children of different ability levels are able to engage in the same activities, but at individually appropriate levels. Teachers scaffold learning at different levels within the same activity. When a task is just beyond a child’s independent reach, teachers and peers can provide the scaffolding that allows the child to succeed at that task. When the child stretches to a new level in a supportive context, they can go on to use the skill independently and in a variety of new contexts. The most effective scaffolding occurs when a teacher is flexible and takes advantage of an array of techniques, including:

Developing incremental challenges that go just beyond a child’s current level of comfort or mastery Giving encouragement rather that evaluative praise Making instructions or directions, when called for, direct and specific Providing the background knowledge children need in order to explore, extend, and apply Modeling desirable behaviors and skills for children to see and hear in action Giving visual or verbal hints or prompts Offering specific feedback instead of general comments Building on prior knowledge to encourage higher order thinking Prompting children to elaborate on their conversations and explain their reasoning Gradually reducing scaffolding as children’s skills develop, until the task or activity can be performed independently

http://www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf


Self-Regulation Successful self-regulation means that a child can purposefully monitor him or herself to become an independent learner. The ability to not give in to distraction, to listen to what others are saying, and to focus on a given task for a productive length of time is crucial for success in school. Children who can self-regulate are able to control their social-emotional and cognitive processes, which allow the child to exert self-control and think about what they are learning. Activities that promote self-regulation occur throughout the kindergarten school day. Some ways in which self-regulation is supported include: general classroom procedures, attention focusing activities (fingerplays, songs, and clapping games), transition activities, physical self-regulation games, and self-assessments. Cooperative Learning The Red Bank Kindergarten Curriculum Guide promotes cooperative learning through center-based learning. Cooperative Learning allows children to depend on each other in a positive way for a variety of learning tasks. Cooperative Learning activities promote peer interaction, which helps the development of language and the learning of concepts and content. Children learn to express themselves with greater confidence when working in small groups cooperatively. Children benefit from observing how their peers learn and solve problems. Unit/Theme Approach The Kindergarten Curriculum Guide outlines thematic units to engage children in the learning process with a variety of lessons and projects that are cross-curricular. The theme approach keeps student learning focused on a broad concept while touching on specific knowledge and skills throughout. Thematic units provide one of the best vehicles for integrating content areas in a way that makes sense to children and helps them make connections and apply it in meaningful ways. The teacher layers new information as the children's understanding deepens in order to broaden their knowledge base. The units of instruction include engaging themes that relate to kindergarteners' lives in an effort to help them get excited about learning and demonstrate their understanding in multiple ways. Essential Questions An essential question promotes inquiry and deepened understanding of concepts and content. Essential questions have no “right” answer. They provoke inquiry and raise other important questions. They also help children effectively inquire and make sense of important but complex ideas and knowledge. The essential questions outlined in the units of instruction include both overarching (big ideas) and topical (more specific) questions. These essential questions are purposefully planned to guide children to develop enduring understandings. Enduring understandings synthesize what children should understand, not just know or do. They frame the big ideas that give meaning and lasting importance to the facts and skills children will develop.


Word Walls Interactive word walls are a systematically organized collection of words displayed in the classroom. Word walls are tools to use for learning, not just displays. Children need to actively interact with the word wall. Word walls consist of words that young children frequently see when reading and use when writing. Throughout the year, words are added to help children with appropriate spelling and sight word recognition skills. The purpose is to help children learn to spell high frequency, content related words, and other important words. Teachers can begin the year by adding children’s names and progress to sight words. It is important to learn the words together and have the children involved in placing the words on the wall so they have ownership and understand how to use it. The kindergarten classroom should have word walls that display sight words and content vocabulary (math, ELA, science, social studies). Developmental Spelling Children are encouraged to use conventional spelling for common or familiar words and apply their developing knowledge of sound/letter correspondences to spell independently. When children are learning to write, they go through a stage in which they write letters to represent sounds within words but they do not represent all the sounds. Or, they choose letters based on what they hear and not according to the rules of phonics. This stage in writing development is called invented spelling. Invented spelling helps children learn about sound-letter relationships and makes it possible for them to read their own writing, long before they completely master the art of spelling. Invented spelling does not interfere with children learning to spell conventionally; it helps them become better spellers as they refine their invented spellings. Handwriting High-quality, developmentally appropriate handwriting instruction is explicitly taught during the word work block through direct instruction and independent practice. Accurate handwriting is important for children to acquire in kindergarten. Handwriting directly supports the writing-to-read process. Handwriting practice is a key component of the motor learning necessary to correctly form letters and numerals. Handwriting is more than a fine motor skill; it impacts children’s overall literacy development. For consistency, the kindergarten curriculum has adapted the Zaner-Bloser method for letter formation. A Handwriting Reference Chart (Google Drive: Kindergarten Resources) was developed to outline the private speech that will help children use language associated with specific motor actions and the common language needed for handwriting instruction.

https://drive.google.com/a/rbb.k12.nj.us/folderview?id=0B55lfl04IbmBfjQ1NUcwM1h2QkpDQmp1aGdUbkJ4UVh0WUZ5dGh3NFJVUVVlZXQwTW5XQW8&usp=sharing


Daily Schedule

The daily schedule provides the framework for what teachers will do each day to help children develop and learn. A predictable daily schedule helps kindergarteners develop independence, responsibility, and a sense of order. It allows children to fully engage in planned activities without interruption. The schedule includes time for content area-specific experiences, but anticipates that literacy, math, science, and social studies experiences will be blended across segments of the day. The schedule is based on the premise that children spend most of their time in activities that are not sedentary. Experiential, hands-on experiences dominate a day that asks each child to explore, apply, and extend on concepts and ideas from each content area through investigations and projects. Quieter and more active times are balanced throughout the day. The earlier portion of the day is scheduled with activities that demand the most focus. Social studies and science experiences are incorporated through reading, writing, and mathematics. Additionally, project based learning for science explicitly takes place once per cycle. The kindergarten schedule will follow a six-day rotation (A-F). The instructional blocks differ on specific days to incorporate math and science project based learning. The schedule below is an example of how to fit all instructional components into the six-day rotation:

Duration A Day B-E Days F Day

15 Arrival Arrival Arrival

25 Class Meeting Class Meeting

PLC 15

Math Project Math

40 Math Centers

15 Content Read Aloud Content Read Aloud

40 PHASE 1: Pre-Reading (Play Centers)

PHASE 2: Guided Reading (Literacy Centers)

PHASE 1: Pre-Reading (Play Centers)

PHASE 2: Guided Reading (Literacy Centers)

PHASE 1: Pre-Reading (Play Centers)

PHASE 2: Intervention (Free Choice)

40 Writing/Literacy Activity Writing/Literacy Activity Science Project

40 Lunch/Recess Lunch/Recess Lunch/Recess

10 Read Aloud Read Aloud Read Aloud

25 Intervention

(Free Choice/Gross Motor)

Intervention


Intervention


40 Special Special Special

30 Word Work Word Work Word Work

10 Dismissal Dismissal Dismissal


Daily Routines

Arrival Arrival is a welcoming time that should transition children to the school day. During this time, teachers convey a sense of warmth and predictability in the school environment by welcoming children with individualized greetings and maintaining predictable settling-in routines that children can manage independently. Simplifying arrival routines allow for a smooth start to the school day. Children should independently manage their belongings and morning tasks. Activities during arrival include a welcome activity (ex. morning song), review of the daily schedule, and a structured opportunity for children to greet each other and converse on specified topic (ex. Share the News). Arrival routines provide a framework for the school day by building community and giving children the information they need to anticipate what will happen during the day. Class Meeting The class meeting helps reinforce the classroom community where children can practice and explore social skills and merge social, emotional and academic learning. During this time, teachers guide children through routines including: calendar skills, weather, message of the day, problem of the day, and music and movement. Content area skills and concepts are integrated throughout these routines. The class meeting is a time for the active exchange of ideas and information through conversation between and among the teacher and children. At the beginning of the school year additional time and emphasis is invested in building a classroom community where children can practice social skills, particularly skills that foster an environment that values collaboration in group settings. Special consideration should be given to the attention span of kindergartners. Teachers should plan and pace the class meeting so children’s developmental needs for active engagement are met. Class Responsibilities Classroom jobs and cleanup routines build community by designating responsibilities for maintaining the classroom’s physical environment. Children should have rotating responsibilities for maintaining classroom areas and learning how to accomplish their tasks. Teachers highlight the positive outcomes of a well-maintained classroom community. These routines allow children to practice responsibility in caring for their classroom environment, to practice working cooperatively in a group to achieve a common goal, and to feel a sense of pride and accomplishment in a well-maintained classroom community. Dismissal Dismissal is an important time to close the classroom day, with everyone coming together. During this time, teachers develop a consistent closing routine for packing up, briefly reflect on the day’s highlights with child input, and give children some information that allows them to anticipate and visualize what the next day will be like. Children should participate in a packing up routine that is consistent and can be managed independently. Dismissal routines that are predictable allow for a comfortable closing to the school day.


Instructional Overview: English Language Arts

Learning Standards The New Jersey Student Learning Standards for English Language Arts (ELA) build on the best of existing standards and reflect the skills and knowledge students need to succeed in college, career, and life. The ELA Standards reflect the strong beliefs that:

Literature and informational (nonfiction) text are important for our students and should maintain their rightful place in our classrooms; Background knowledge and motivation are critical to the success of students when learning to read and when accessing complex text; Research by students provides the opportunity to learn more about a subject, but equally as important, provides students the opportunity to look

beyond their research to questions left unanswered (new avenues for student research); Using evidence remains a critical skill, interspersed throughout the standards, allowing students to ground their thinking in the work of authors and

experts in literature and in the content areas; Literacy must be recognized and guided in content areas so that students recognize the academic vocabulary, media representations, and power of

language inherent in the work of scholars and experts, and The importance of foundational skills in the early grades, as students learn to read, cannot be overstated and calls for targeted, sustained intervention at

any point of struggle for a student.

The standards include critical-thinking skills and the ability to closely and attentively read texts. The standards present the essentials of what children need to know and do by the end of kindergarten. The standards are divided into five strands: reading (literature and informational texts), foundational skills, writing, speaking and listening, and language. The Red Bank Kindergarten Curriculum supports the integration of these five strands. The ELA standards are aligned with each integrated unit of instruction. The skills included in the standards develop throughout the school year and are outlined in the ELA scope and sequence by unit. The specific standards in focus for each cycle are located in the ELA integrated units of instruction. WIDA Standards WIDA draws on multiple theories and approaches to describe language use in academic contexts; this is the language that language learners must acquire, understand, and apply to participate successfully in school. All kindergarten children are beginning their journey of learning the language of school. English Language Learners rely on modeling from teachers and peers as they produce social and academic oral English. Many children will need time and practice to produce language. Repetitive practice is valuable not only linguistically, but also in forming their identities as part of the learning community. The integrated units of instruction align with the WIDA ELD standards and have targeted vocabulary that aligns with the content. The WIDA standards represent the social, instructional, and academic language that children need to engage with peers, educators, and the curriculum:

ELD Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. ELD Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


ELD Standard 3: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. ELD Standard 4: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. ELD Standard 5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Vocabulary The kindergarten curriculum develops vocabulary in meaningful ways through both content instruction and explicit vocabulary lessons. The vocabulary instructional model utilizes the organizational framework of tiered vocabulary. Tier 1: Commonly Known Words - Tier I words are used in every day conversation. (Examples: big, small, house, table, family) Tier 2: High-Frequency Words - Tier 2 words include frequently occurring words that appear in various contexts and topics and play an important role in verbal functioning across a variety of content areas. These are general academic words and have high utility across a wide range of topics and contexts. Another way to think of Tier 2 vocabulary is as cross-curricular terms. For example, the term “justify” and “predict” frequently appear in Science, Social Studies, and English texts. (Examples: justify, explain, expand, predict, summarize, maintain) Tier 3: Low-Frequency, Domain-Specific Words - Tier 3 words are domain specific vocabulary. Words in this category are low frequency, specialized words that appear in specific fields or content areas. (Examples: isotope, tectonic plates, carcinogens, mitosis, lithosphere) Sight Words Sight words often present difficulty to early readers because many are phonetically irregular, abstract, have no visual correspondence, and do not have easily understood definitions. If children are to read fluently, they must have high-frequency words memorized. Otherwise, decoding will take up much time and effort, frustrating the reader and blocking comprehension. Children need to read and write high-frequency words as often as possible. Sight word instruction is supported by the Reading A to Z resources during shared reading, partnered reading, and at home reading. Reading A to Z's high-frequency word books, decodable books, and leveled books with patterned text will provide children with exposure to these words. The specific words taught in kindergarten come from the Dolch pre-primer and primer lists and are outlined in the kindergarten sight word lists (Google Drive: Kindergarten Resources). The kindergarten sight word lists are organized into numbered lists so that the children can get a new list once a list is mastered. Lists 1-8 cover the words that children should master by the end of kindergarten. Teachers introduce one list per month in whole group during the writing block to expose children to the kindergarten words over the course of the school year (List 1: October, List 2: November, etc.). Lists A-E are the kindergarten enrichment words. Additional lists for color words and number words are outlined as well. The kindergarten end of year sight word assessment (Google Drive: Kindergarten Assessments) for kindergarten will include: color words, number words, and lists 1-8.


https://drive.google.com/a/rbb.k12.nj.us/folderview?id=0B55lfl04IbmBfkxDaVBqYUU3RUlwcWFzVUZ1enU4cVp4ejBrT1BPSjhQTVh4amJwWjIzY1U&usp=sharing


Guidelines for Instruction: Make sure children read text containing sight words every day. Create a word wall of sight words. Add new words to the wall as they are introduced. Remove words as they are mastered by the majority of

the class. Provide children with word lists one at a time based on individual student mastery. Mastery means that the student has memorized a word,

meaning he or she can read it without decoding. Use everyday text, including textbooks, storybooks, poetry, articles, worksheets, and posters, to identify sight words. Keep highlighters handy

to practice while doing other lessons. Shared Reading Shared Reading is a time for sharing a story and reading together. This time may include echo reading (children echoing the words after the teacher), choral reading (children reading at the same time as the teacher), or fill in the gap reading (teacher reading the majority of the text and then pausing for children to fill in and say rhyming words or other predictable words in the story). Shared reading encourages early reading enjoyment and success with a high level of teacher support. Shared reading happens throughout the kindergarten day during the literacy, word work and math blocks. During shared reading, children focus on pictures and text to make predictions and to generate meaning. Most shared readings begin with a picture walk in which the teacher guides children through a preview of the story and asking questions to elicit words and phrases that are used in the text. Once children are familiar with the story, they look more closely at the text. The teacher can have children look for sight words, rhyming words they hear, words that begin with a certain sound, or word patterns. The teacher can ask children to determine the number of syllables in a word or the number of sounds in a word. During Shared Reading children are learning to:

track print from left to right and word by word apply comprehension strategies enjoy and participate in reading with a high level of support build a sense of story expand their vocabulary find letters and sounds in context attend to concepts of print sequence the events of a story focus on story elements (characters, setting, beginning, middle, end)


Instructional Overview: Social Studies

Content Standards The New Jersey Student Learning Standards (NJSLS) for social studies establish expectations of the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. The digital age has transformed social studies education, allowing children to develop an increased depth of understanding of our global society. In kindergarten, children participate in interdisciplinary activities that promote cultural awareness, sensitivity to individual differences, and respect for diversity. Children learn fundamental concepts about government, citizenship, geography, and history. The focus of instruction is on developing an understanding of core democratic values, the rights and responsibilities of American citizens, and how key people and events contributed to the development of the American heritage. Exploration of cultural universals enables children to realize how the availability of resources, the changing environment, and innovation impact everyday life. The specific standards in focus for each unit are outlined in the Science/Social Studies Standards Scope and Sequence. Social Studies Integration The Red Bank Kindergarten Curriculum supports the integration of social studies and ELA through the thematic instructional units. In kindergarten, children begin their investigation of the world using perspectives, concepts, and skills from the social studies. The context for social studies learning in kindergarten is the student’s interaction with their classroom and school. The classroom serves as a microcosm of society in which decisions are made with respect to rights, rules, and responsibilities. They begin to learn the basic concepts of fairness and respect for the rights and opinions of others. The kindergarten curriculum is designed to develop the social studies skills and knowledge children will need to be active, informed, responsible citizens and contributing members of the community. Throughout the integrated units of instruction, children are exposed to how important events and concepts relate to their world. Children participate in interdisciplinary activities that promote cultural awareness, sensitivity to individual differences, and respect for diversity. Children learn fundamental concepts about citizenship, geography, and history. The social studies content connects to children’s lives, and is integrated with other learning domains. This connection establishes a cohesive context in which children can develop skills and knowledge important for both literacy and social studies. Major topics covered include: community, social competence, important people in history, and holidays.


Instructional Overview: Science

Content Standards Children in kindergarten begin to develop an understanding of the following topics of science: physical sciences; life sciences; earth and space sciences; engineering, technology and applications of science. The Next Generation Science Standards (NGSS) for kindergarten specifically establish performance expectations in the areas of motion and stability (forces and interactions), energy, from molecules to organisms (structures and processes), earth’s systems, earth and human activity, and engineering design. Children are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Children are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Children are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. In the kindergarten performance expectations, children are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Children are expected to use these practices to demonstrate understanding of the core ideas. The specific standards in focus for each unit are outlined in the Science/Social Studies Standards Scope and Sequence. Science Integration The Red Bank Kindergarten Curriculum supports the integration of science and ELA through thematic instructional units. The purpose of science instruction in kindergarten is for children to develop scientific knowledge, skills and habits of mind needed to be lifelong-learners, critical thinkers, effective communicators and wise decision-makers. Children will develop and use the skills necessary for full participation in a world shaped by science and technology. Integrating reading and writing about science with inquiry activities is an effective way to teach science in kindergarten. This approach establishes a cohesive context in which children can develop skills and knowledge important for both literacy and science. The specific topics of instruction are outlined in the integrated topic alignment. Major topics covered include: seasons (weather patterns, observable changes), plants and animals (habitats, life cycles, and identifying characteristics), and human interaction with the environment.


ELA Standards Scope and Sequence

UNIT 1: Fall (Cycles 1-9)

Strands Focus Standards

Reading: Literature

RL.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). 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. RL.K.10 Actively engage in group reading activities with purpose and understanding.

Reading: Informational

Text

RI.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RI.K.2 With prompting and support, identify the main topic and retell key details of a text. RI.K.5 Identify the front cover, back cover, and title page of a book. RI.K.10 Actively engage in group reading activities with purpose and understanding.

Reading: Foundational

Skills

RF.K.1 Demonstrate understanding of the organization and basic features of print. b. Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words.

Writing

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Speaking and Listening

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 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. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Language

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


UNIT 2: Winter (Cycles 10-18)

Strands Focus Standards Review Standards

Reading: Literature

RL.K.3 With prompting and support, identify characters, settings, and major events in a story. 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). RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

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

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


Text

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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

how). RI.K.2 With prompting and support, identify the main topic and retell key details of a text. RI.K.5 Identify the front cover, back cover, and title page of a book. RI.K.10 Actively engage in group reading activities with purpose and understanding.


Skills

RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. c. Understand that words are separated by spaces in print. d. Recognize and name all upper - and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant vowel consonant, or CVC) words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant.

RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words.


UNIT 2: Winter (Cycles 10-18) continued


Writing

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. 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).

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


SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 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. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Language

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. f. Produce and expand complete sentences in shared language activities. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


UNIT 3: Spring (Cycles 19-27)


Reading: Literature

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

RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.


Text

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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


Skills

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. c. Read high-frequency and sight words with automaticity. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot). RF.K.4 Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills. a. Read emergent-readers with purpose and understanding. b. Read grade level text for purpose and understanding.

RF.K.1 Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper - and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant vowel consonant, or CVC) words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing many of the most frequently used sounds of each consonant.

Writing

W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details). W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.*

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


UNIT 3: Spring (Cycles 19-27) continued



No new focus standard introduced. 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. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Language

L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. f. Produce and expand complete sentences in shared language activities. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.


UNIT 4: Summer (Cycles 28-30)


Reading: Literature

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

RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). RL.K.5 Recognize common types of texts (e.g., storybooks, poems). 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. 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).


Text

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

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Skills

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. c. Read high-frequency and sight words with automaticity. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot). RF.K.4 Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills. a. Read emergent-readers with purpose and understanding. b. Read grade level text for purpose and understanding.

Writing

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

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details). W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.*

* Taught in Technology Special


UNIT 4: Summer (Cycles 28-30) continued



No new focus standard introduced. SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. b. Continue a conversation through multiple exchanges. 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. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Language

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. b. Use the most frequently occurring affixes (e.g., -ed, -s, -ing) as a clue to the meaning of an unknown word. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce and expand complete sentences in shared language activities. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).


Science/Social Studies Standards Scope and Sequence

Unit 1: Fall (Cycles 1-9)

NGSS K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.

NJSLS

6.1.P.A.1 Demonstrate an understanding of rules by following most classroom routines. 6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs. 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others. 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community. 6.1.P.B.2 Identify, discuss, and role-play the duties of a range of community workers. 6.1.P.D.1 Describe characteristics of oneself, one’s family, and others. 6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community.

Unit 2: Winter (Cycles 10-18)

NGSS

K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.* K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*

NJSLS 6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.


Unit 3: Spring (Cycles 19-27)

NGSS

K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.* K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.* K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.*

NJSLS

6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community.

Unit 4: Summer (Cycles 28-30)

NGSS

K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.

NJSLS 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.

* Taught in STEM Special


Integrated Topic Alignment (ELA/Social Studies/Science)

Un

it 1

: Fa

ll

Cycle ELA/Social Studies Science

1 My Community, School, and Me parts of the body, five senses

2 My Community, School, and Me living and non-living things

3 Trees and Leaves parts of tree, changing trees (fall colors), trees as animal habitats

4 Fire Safety and Columbus Day signs of fall season, fall activities, fall weather (changes in temperature)

5 Apples apples (life cycle, parts, hands-on investigation)

6 Nocturnal Animals and Halloween nocturnal animals (bats, owls) and their habitats

7 Pumpkins pumpkins (life cycle, parts, hands-on investigation)

8 Woodland Animals and Hibernation woodland animals (deer, raccoons, beavers, bears, foxes, chipmunks) and their habitats, hibernation

9 Thanksgiving Harvests crop growth, harvests

Un

it 2

: Win

ter


10 Arctic Animals arctic animals (polar bears, penguins) and their habitat

11 Holidays around the World evergreen trees (life cycle, parts, hands-on investigation), migration (birds and other animals)

12 Gingerbread Man and the New Year signs of winter season

13 Winter Weather winter weather (snow, ice, sleet, hail, blizzard)

14 Character Education and Dr. Martin Luther King Jr. Day

shadows, weather predictions

15 Animals and People in Winter underground animal habitat

16 Dental Health and Groundhog Day dental hygiene, how teeth grow

17 Valentine’s Day and 100th Day winter activities

18 President’s Day clouds


Un

it 3

: Sp

rin

g


19 Read Across America signs of spring season (hands-on investigation), spring activities

20 Rainbows and St. Patrick’s Day rainbows, color mixing

21 Spring Weather spring weather (sun, rain, wind)

22 Spring Holidays baby animals in spring (chicks, rabbits), life cycles

23 Pond Life pond animals (fish, frogs, turtles, ducks), habitat and life cycles

24 Rainforests and Earth Day Earth as a human and animal habitat, protecting the environment (pollution, endangered animals, conservation)

25 Seeds and Plants Plants (life cycle, parts, hands-on investigation)

26 Gardens, Mother’s Day, and Cinco de Mayo

gardens (flowers, vegetables, fruits)

27 Backyard Insects common backyard insects (bees, butterflies, ladybugs, ants, flies, grasshoppers), insect homes, butterfly life cycle, helpful vs. harmful insects

Un

it 4

: Su

mm

er Cycle ELA/Social Studies Science

28 Ocean Life ocean animals (whales, dolphins, crabs, seahorses, sharks) and their habitat, shark life cycle

29 Summer Weather and Fun Signs of summer season, summer weather (sun, storms – lightning, floods, tornadoes, hurricanes), sun protection

30 Summer Holidays summer activities, four seasons

Integrated Unit Goals: 1. Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the fall. 2. Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the winter. 3. Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the spring. 4. Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the summer. Specific goals for each cycle within the four units are outlined in the integrated units of instruction.


Literacy Block Overview The literacy block follows a three-tier model of instruction as outlined below.

Tier 1: Whole Group Instruction (Shared Reading/Mini-Lesson) The instruction in tier 1 focuses on developing higher order thinking skills, developing and expanding student vocabulary, as well as accessing and providing background knowledge. Two read-alouds are part of daily instruction. Read-alouds build a foundation for reading competence while providing expanded opportunities for language development and exposure to literature. The first read aloud is thematic and the second read aloud is more open-ended for teacher choice and student interests. The teacher reads aloud from many different types of books employing the following comprehension strategies: visualizing, predicting, making connections (text-to-text, text-to-self, text-to-world), summarizing, inferring, and questioning. Children apply these comprehension strategies through whole group discussion and other strategies (turn and talk, etc.). Although the emphasis is on enjoyment, the teacher models fluent reading and the use of strategies to analyze new words and have greater understanding of the author’s message. Read-alouds may be outside the children’s reading ability, but the content is within their understanding. Within each integrated unit of instruction, mini-lesson opportunities are outlined to support the content read aloud and explicitly address the ELA focus standards for the cycle. Tier 2: Small Group Instruction The primary purpose of tier 2 is to provide small group pre-guided reading and guided reading instruction. In a small group setting, teachers can give children more individualized attention than during whole group. The timeline of phase 1 and 2 is flexible to meet the needs of individual children. Some children may be ready to begin guided reading sooner than phase 2, while some children may need more pre-reading instruction beyond phase 1.

Phase 1: Pre-Guided Reading Instruction The teacher works with a small group of children to develop their knowledge about the written alphabet, sound-symbol relationships, and concepts of print because these are the basis for decoding and reading comprehension skills. The composition of these groups is flexible based on data and teacher observations. Many of the skills presented during the word work block are reinforced during pre-reading instruction where children receive greater attention and support. Guidelines for Instruction:

Small, flexible groups of children with similar needs (up to 6 children) meet for literacy activity led by the teacher. Teacher provides direct instruction of skills and strategies. Use anecdotal notes to support instruction. The goal of pre-guided reading instruction is to teach sound-symbol relationships and early decoding skills.


Phase 2: Guided Reading Instruction The teacher works with a small group of children to study a book appropriate to the specific needs of that group. The composition of these groups is flexible based on data and teacher observations. Many of the strategies and skills presented during shared reading are reinforced in small group instruction where children receive greater attention and support. Through mini-lessons and guided reading instruction, children learn to apply the reading strategies: eagle eyes, lips the fish, stretchy the snake, and chunky monkey. Guidelines for Instruction:

Small, flexible groups of children with similar needs (up to 6 children) meet for instruction and guided reading of text. Children must be reading leveled text during this time. The level of the text should be at their instructional level. Teacher provides direct instruction of skills and strategies. Use anecdotal notes to support instruction. The goal of guided reading is to teach strategies that develop independent readers of text.

Centers Centers offer teachers the opportunity to work with small groups of children on pre-reading and reading skills. The primary focus of the teacher is on small group instruction; not on facilitating the activities in the centers. Centers give children the opportunity to make their own choices, assimilate new concepts, and use a variety of skills through interactions with peers, and materials, in an integrated, coordinated context. The centers are structured into two phases to align with the developmental needs of kindergarteners. During phase 1, an emphasis is placed on hands-on learning (paper and pencil activities are not appropriate at this time in the kindergarten year). In phase 2, “must do” activities transition to be more academic in order to prepare children for the format of first grade learning. It is essential that the “must do” activities planned throughout the year are within the children’s independent level. Kindergarteners thrive when they can work independently and cooperatively with a small group of peers. Centers offer a powerful opportunity to develop self-regulation, independence, risk-taking, perseverance, initiative, creativity, reasoning, and problem solving.

Tier 3: Intervention Tier 3 intervention is targeted instruction that is based on teacher observation and data. Small, flexible groups are formed to address a targeted skill. This takes place during the daily intervention block and during the free choice block on F Day in phase 2 of the literacy block. During intervention, choice play is occurring.


Literacy Block Instructional Plan

Cycles Reading Focus Skills & Strategies

1-3 Becoming a Reader

active listening book discussion book handling Comprehension Strategies: Visualization, Questioning

4-5 Engaging with Texts parts of a book role of the author and illustrator

6-7 Exploring Non-Fiction

questioning main topic and details describing a non-fiction text (text features)

8-12 Exploring Fiction

rhyming retelling familiar stories with detail summarizing describing a fiction text (text features) story elements (character, setting, main events) predictions Comprehension Strategy: Summarizing, Inferring, Predictions

13-18 Making Connections

book talk applying background knowledge reacting to books Comprehension Strategy: Making Connections: Text-to-Text, Text-to-Me, Text-to-World

19–28 Getting to Know Famous Authors

summarizing story elements (character, setting, main events) Featured Authors: Jan Brett, Dr. Seuss, Don Freeman, Pat Hutchins, Eric Carle, Leo

Lionni

29-30 Becoming Stronger Readers author’s purpose


Phase 1 (Cycles 1-15)

Tier 1: Teacher conducts thematic read aloud. Children engage in discussion to develop and apply comprehension skills while building vocabulary.

Tier 2: Teacher conducts pre-guided reading instructional groups. Children work cooperatively in centers on targeted skills and engage in choice play.

Day Pre-Guided Reading Instruction Play Centers

A-F

The teacher conducts pre-reading groups while children are independently engaged in their centers. Skills and Strategies to Develop: ▪ alphabet recognition ▪ sound-symbol relationships ▪ sound isolation ▪ rhyming ▪ CVC decoding ▪ concepts of print ▪ sight word recognition ▪ English language development (ELD) ▪ echo reading

The children go to one center per day. ▪ Blocks ▪ Dramatic play ▪ Math ▪ Science ▪ Library ▪ Art

Teachers include a hands-on “must do” activity in the centers. Children complete the “must do” activity before engaging in choice play. The “must do” and free choice activities help children develop fine motor, gross motor, cognitive, speaking and listening, literacy, classification, and technology skills. “Must do” activities should include:

▪ listening to a story ▪ fine motor activities ▪ literacy games and puzzles ▪ math games and puzzles ▪ computer games

Tier 3: Teacher meets with children individually or in small groups to conduct Tier 3 interventions during the daily intervention block. This time is also used for assessments when needed.


Phase 2 (Cycles 16-30)

Tier 1: Teacher conducts thematic read aloud. Children engage in discussion to develop and apply comprehension skills while building vocabulary.

Tier 2: Teacher conducts guided reading instructional groups. Children work cooperatively in centers on academic tasks.

Day Guided Reading Literacy Centers

A-E

The teacher conducts guided reading groups while children are independently engaged in their centers. Skills and Strategies to Develop: ▪ decoding ▪ comprehension ▪ concepts of print ▪ sight word recognition ▪ English language development (ELD) ▪ echo reading ▪ instruction and application of the guided reading strategies:

Eagle Eyes – Children check the pictures in the text to look for clues to help them read unknown words. Lips the Fish – Children get their mouth ready by looking at the first letter or part of the word. They make the sound and think about what makes sense. Stretchy the Snake – Children “stretch” the word out slowly. They put the sounds together and say the word. Chunky Monkey – Children look for little words inside of bigger words. They look for a part they know (ex. word patterns) to help them read the word.

The children go to two centers per day. ▪ Listening ▪ Word Building ▪ Sounds ▪ Literacy ▪ iPads ▪ Discovery ▪ Vocabulary ▪ Handwriting ▪ Writing ▪ Sight Words

Teacher includes an academic “must do” activity in the centers.

F Tier 3: Teacher meets with children individually or in small groups to conduct Tier 3 interventions. This time is also used for assessments when needed.

The children engage in free choice play if they have finished their literacy center work from days A-E. If children have work to finish, they must finish it during this time.


Interpreting the Integrated Units of Instruction

Unit: refers to specific season

Unit Goal: refers to the unit goals outlined in the ELA overview

Cycle: refers to specific cycle number(s) and topic Science Alignment

Cycle Goal(s): refers to specific goal(s) within the unit goal refers to the science topic aligned to ELA/SS topic

Focus Standards

refers to the specific NJSLS: ELA, Next Generation Science Standards, and New Jersey Student Learning Standards - Social Studies that will be in focus within the cycle (as applicable)

Student Learning Objectives (SLOs) Essential Questions Enduring Understandings

These are cognitive, measurable performances expected of children.

These include both overarching (big ideas) and topical (more specific) questions. These essential questions are purposefully planned to guide children to develop enduring understandings.

These synthesize what children should understand,

not just know or do. They frame the big ideas that

give meaning and lasting importance to the facts

and skills children will develop.

Targeted Language Literature

These are vocabulary words related to the student learning objectives that are explicitly taught. Featured: These are core pieces of literature to support the integrated units of instruction.

Google Drive: Integrated Literature: online list of

integrated literature aligned to the topics within

each cycle.

http://www.state.nj.us/education/cccs/2016/ela/k.pdf

http://www.nextgenscience.org/sites/ngss/files/k%20combined%20DCI%20standards%206.13.13_0.pdf

http://www.state.nj.us/education/cccs/2014/ss/standards.pdf

https://docs.google.com/a/rbb.k12.nj.us/document/d/1u-wcgFQsPnqmCoOOPVxq635XOpYuuIdy4BpcU8xG5T8/edit?usp=sharing


Integrated Units of Instruction (ELA/Social Studies/Science)

Unit: Fall

Unit Goal: Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the fall.

Cycle 1: My Community, School, and Me Science Alignment

Cycle Goal(s): Students will…

Develop an understanding of rules for discussion about topics and books. Develop an awareness of self and their role in their school community. Develop an awareness of self and their five senses.

parts of the body, five senses

Focus Standards

NJSLS: SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). NJSLS: 6.1.P.A.1 Demonstrate an understanding of rules by following most classroom routines. 6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs. 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others.

6.1.P.D.1 Describe characteristics of oneself, one’s family, and others.

6.1.P.D.4 Learn about and respect other cultures within the classroom and community.


Students will… Learn how to listen to read alouds. Listen to and discuss stories. Develop an understanding of the visualization

comprehension strategy. Demonstrate an understanding of rules by

following most classroom routines. Become familiar with specific locations within

the classroom and school building. Learn the roles of school community helpers. Describe characteristics of oneself, one’s

family, and others. Identify and describe the five senses.

What do you look like when you’re listening to a story?

Why is it important to talk and listen to others?

How can we use our senses to picture what is happening in a story?

How and why are communities important? What makes a good school community? Why are rules important? Why are your five senses? What is a scientist? What tools do scientists use to make sense of

their world?

Readers utilize speaking and listening skills to have discussions about reading.

Citizenship begins with becoming a contributing member of the classroom community.

There are different types of communities: home, classroom, school, and neighborhood.

The members of a school community work together to promote learning.

Rules are meant to keep order; if you break rules, then there will be consequences.

The five senses help people and animals interact with the world.

Targeted Language Literature ELA: speaking, listening, conversation, story, visualize

Content:

community, school, teachers, principal, nurse, custodian, secretary, family, neighborhood, rules parts of the body, five senses, touch, sight, smell, hear, taste

Featured: No, David!, The Kissing Hand Google Drive: Integrated Literature



Unit: Fall


Cycle 2: My Community, School, and Me Science Alignment


Develop an understanding of rules for discussion about topics and books. Recognize the different types of communities and develop an understanding of various roles within a community. Develop an awareness of the characteristics of living and non-living things in terms of their: structure, growth, changes.

living and non-living things

Focus Standards

NJSLS: RL.K.10 Actively engage in group reading activities with purpose and understanding. SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. NJSLS: 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others. 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community. 6.1.P.B.2 Identify, discuss, and role-play the duties of a range of community workers.


Students will… Engage in active listening during read-alouds. Apply the visualizing comprehension strategy

when listening to a story. Explain the roles and responsibilities of

community helpers. Explain why citizens obey rules in the

classroom, school, home, and neighborhood. Develop a growing curiosity and interest in

living things that make up their world. Compare characteristics of living and non-

living things.

How does reading with others help me understand the story?

How can you visualize when you are reading? Why are communities important? What makes a good community? Why are community helpers important? What are the characteristics of living and non-

living things?


Citizenship begins with becoming a contributing member of the classroom community.

Everyone is part of a larger neighborhood and community.

A community is a place where people interact with one another in many ways and depend on one another.

There are different types of communities: home, classroom, school, and neighborhood.

Everything can be classified as living or non-living.

Living things have basic needs; food, water, air, space to grow, and shelter.



ELA: speaking, listening, conversation, story, visualize Content: community helpers, police officers, firefighters, nurses, doctors, dentists, veterinarians, mail carriers,

community, school, family, neighborhood, rules living things, non-living things, classify

Featured: Officer Buckle and Gloria Google Drive: Integrated Literature



Unit: Fall


Cycle 3: Trees and Leaves Science Alignment


Develop an understanding that readers use “w” words (who, what, where, when, why, and how) to ask questions. Develop an understanding of trees and how they change during the fall season.

parts of a tree, changing trees (fall colors), trees as animal habitats (squirrels, birds)

Focus Standards

NJSLS: RL.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.


Students will… Develop an understanding of the questioning

comprehension strategy. Ask and answer questions about a story. Name and describe the parts of the tree. Describe how and why trees change in the fall. Recognize that the tree is an animal habitat.

How does asking and answering questions about a story help you show understanding?

What are the parts of a tree? How do trees change during the fall? Why is a tree a good habitat for squirrels and

birds? What is change?

Readers can ask questions to understand what they are reading.


Seasonal changes bring changes in the environment.

The characteristics of habitats serve the needs of plants and animals.




ELA: question, who, what, where, when, why, how Content: tree, roots, trunk, leaves, branches, change, red, yellow, orange, green, brown, raking, acorn habitat, squirrels, birds, living things, non-living things

Featured: The Busy Tree, A Tree is Nice Google Drive: Integrated Literature



Unit: Fall


Cycle 4: Fire Safety and Columbus Day Science Alignment


Develop an understanding of the role of the author and illustrator in telling a story. Recognize important people in history. Develop their understanding of the changes that occur during the fall season.

signs of fall season, fall

activities, fall weather

(changes in temperature)

Focus Standards

NJSLS: 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. 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. NGSS: K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.


Students will… Identify the author of a story and tell what

their role in creating the book was. Identify the illustrator of a story and tell what

their role in creating the book was. Explain how the illustration connects to the

story. Recognize Christopher Columbus as an

important figure in history. Develop an awareness of fire safety and the

role of the firefighter. Identify the changes that occur during the fall

and how people’s behaviors change.

What is the role of the author and illustrator? How do the pictures help tell the story? Why is Christopher Columbus an important

historical figure? How can you practice fire safety? What is a season? How does weather change in the fall? What are some observable signs of the fall

season?

An author is a person who writes the words for the story.

An illustrator is a person who draws the pictures for the story.

Illustrations are the pictures or other visuals that give the reader more information about the story.

Holidays help us remember the past. Important historical figures have shaped

America’s history and future. Healthy choices and behaviors impact

personal, family, community safety and well-being.


Seasonal changes affect the ways in which people interact with their environment.



ELA: author, illustrator, illustrations Content: Christopher Columbus, America, compass, map, globe, ship, king, queen, telescope, ocean firefighter, fire, truck, dog, smoke, alarm, hose, ladder, water, extinguisher, hydrant, hat season, fall, autumn, weather, temperature, change, tree, hay, hayride

Featured: Stop, Drop and Roll, My First Biography: Christopher Columbus Google Drive: Integrated Literature



Unit: Fall


Cycle 5: Apples Science Alignment


Develop an understanding of the parts of a book. Develop an understanding of the history of apples in America and how they are harvested. Develop an understanding of how apples grow.

apples (life cycle, parts,

hands-on investigation)

Focus Standards

NJSLS: RI.K.5 Identify the front cover, back cover, and title page of a book. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.


Students will… Understand that a book includes a front cover,

back cover, and title. Understand that the book cover typically

includes the title, author, illustrator, and illustration.

Become aware of the historical importance of Johnny Appleseed in the growth of apple trees in America.

Explore the different ways people use apples. Identify parts of an apple and apple tree. Describe the life cycle of an apple tree.

What makes a book a book? How did Johnny Appleseed contribute to the

history of apples in America? What are the parts of an apple? How do apples grow? What do apple trees need to survive?

Readers see, experience and understand how books are filled with information.

Important historical figures have shaped America’s history and future.

People make use of resources in their environment.





ELA: front cover, back cover, title page, author, illustrator, illustration Content: Johnny Appleseed, America, orchard, apple tree, basket apple, core, slice, flesh, stem, seed, leaf, fruit, sprout, tree, roots, trunk, leaves, branches, life cycle,

investigation

Featured: Johnny Appleseed Google Drive: Integrated Literature



Unit: Fall


Cycle 6: Nocturnal Animals and Halloween Science Alignment


Understand that readers can learn information from what they read by asking and answering questions. Develop an understanding of nocturnal animals. Recognize the traditions and activities associated with Halloween.

nocturnal animals (bats, owls) and their habitats

Focus Standards

NJSLS: RI.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). RI.K.10 Actively engage in group reading activities with purpose and understanding. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.


Students will… Apply the questioning comprehension strategy

when asking and answering question key details in a non-fiction text.

Identify nocturnal animals and describe their characteristics.

Compare and contrast day and night. Recognize that trees and caves are animal

habitats. Discuss vocabulary associated with Halloween.

How can we use questions to help learn more about a topic?

What are different types of nocturnal animals? What are the characteristics of nocturnal

animals? Why are trees and caves good habitats for

nocturnal animals? How are the daytime and the nighttime skies

different and the same? How do people celebrate Halloween?

Key details are the little pieces of information that help tell about the whole topic.

Healthy choices and behaviors impact personal, family, community safety and well-being.


Animals are nocturnal or diurnal. Living things have basic needs; food, water, air,

space to grow, and shelter. Celebrations bring people together.


ELA: questioning, who, what, where, when, why, how, non-fiction, text, topic, key details Content: bat, owl, cave, night, day, sun, moon, nocturnal Halloween, mummy, jack-o-lantern, skeleton, ghost, spider, cat, costume, candy corn, witch,

haunted house, web

Featured: Stellaluna Google Drive: Integrated Literature



Unit: Fall


Cycle 7: Pumpkins Science Alignment


Develop an understanding that retelling a text aloud includes identifying the main topic and retelling the key details. Develop an understanding of how pumpkins grow.

pumpkins (life cycle, parts,

hands-on investigation)

Focus Standards

NJSLS: RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.K.2 With prompting and support, identify the main topic and retell key details of a text. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.


Students will… Explain how the illustration connects to the

story. Apply the questioning comprehension strategy

when asking and answering question key details in a non-fiction text.

Identify the main topic of a text including key details.

Explore the different ways people use pumpkins.

Identify parts of a pumpkin plant. Describe the life cycle of a pumpkin plant.

How do the pictures help tell the story? How does retelling a text help show

understanding? What are the parts of a pumpkin plant? What are the stages of the pumpkin life cycle? What do pumpkin plants need to survive?

Key details are the little pieces of information that help tell about the whole topic.






Targeted Language Literature ELA: non-fiction, key details, main topic, retell, questioning, illustration

Content: pumpkin, green pumpkin, seed, sprout, seedling, vine, flower, leaf, pulp, stem, life cycle,

investigation

Featured: Pumpkin, Pumpkin Google Drive: Integrated Literature



Unit: Fall


Cycle 8: Woodland Animals and Hibernation Science


Develop an understanding that rhyming words are words that have the same ending sound. Develop an understanding of woodland animals and hibernation.

woodland animals (deer,

raccoons, beavers, bears,

foxes, chipmunks) and their

habitats, hibernation

Focus Standards

NJSLS: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.


Students will… Begin to recognize and produce rhyming

words. Identify woodland animals and describe their

characteristics. Recognize that woods and forests are animal

habitats. Explain how plants and animals adapt to

seasonal changes. Explain how animals hibernate to escape the

cold and because there is a limited supply of food.

How do we use the sounds of our language? How do woodland animals prepare for winter? How do animals react to seasonal changes? What are different types of woodland animals? What are the characteristics of woodland

animals? Why are woods and forests good habitats for

woodland animals?

Authors use a variety of forms to tell their ideas.


Some plants and animals adapt to changes in the season.



Targeted Language Literature ELA: fiction, rhyming, rhyme, ending sounds

Content: woodland, woods, forest, trees, deer, raccoons, beavers, bears, foxes, chipmunks, hibernation,

habitat

Featured: Hibernation Station Google Drive: Integrated Literature



Unit: Fall


Cycle 9: Thanksgiving Harvests Science


Develop an understanding that retelling a story aloud includes the key details. Develop an understanding of the Thanksgiving holiday past and present. Develop an understanding of how crops grow and are harvested.

crop growth, harvests

Focus Standards

NJSLS: RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. b. Continue a conversation through multiple exchanges. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. NJSLS: 6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play).


Students will… Develop an understanding of the summarizing

comprehension strategy. Retell stories with prompting and support. Compare the similarities and differences

between Native Americans and Pilgrims. Locate North America, Europe, and the

Atlantic Ocean. Describe how families celebrate Thanksgiving

today. Describe the role of the farmer and the fall

harvest.

How do readers show they understand or remember a story?

How are Native Americans and Pilgrims alike and different?

Why do we celebrate Thanksgiving? What does it mean to be thankful? Why are farmers important?

Key details are the little pieces of information that make up the whole idea.


America’s history and future. American culture, based on specific traditions

and values, has been influenced by the behaviors of different cultural groups living in the United States.


Targeted Language Literature ELA: fiction, summarize, beginning, middle, end, retell, story, key details, characters

Content:

Thanksgiving, pilgrim, Native American, Mayflower, turkey, pumpkin pie, cornucopia scarecrow, farmer, corn, corn stalk

Featured: Stone Soup Google Drive: Integrated Literature



Unit: Winter

Unit Goal: Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the winter.

Cycle 10: Arctic Animals Science Alignment


Develop an understanding of the role of characters, setting, and major events in a story. Develop an understanding of arctic animals and their habitat.

arctic animals (polar bears,

penguins) and their

habitats

Focus Standards

NJSLS: RL.K.3 With prompting and support, identify characters, settings, and major events in a story. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.


Students will… Develop an understanding of the making

connections (text-to-world) comprehension strategy.

Identify the characters in a story. Describe the setting of a story. Discuss the major events that happen in a

story. Identify arctic animals and describe their

characteristics. Recognize that the arctic is an animal habitat.

How can readers make text-to-world connections to help them better understand stories?

How do the pictures help tell the story? What is a character? What is the setting in a story? What major events took place in the story? What are different types of arctic animals? What are the characteristics of arctic animals? Why is the arctic a good habitat for polar bears

and penguins?

Readers ask who, what, where questions to better understand a story.




Targeted Language Literature ELA: text-to-world connection, character, setting, key details

Content: polar bear, fur, paws, penguin, Emperor Penguin, bill, neck, webbed feet, flipper, belly,

Antarctica, arctic, habitat

Featured: Tacky the Penguin Google Drive: Integrated Literature



Unit: Winter


Cycle 11: Holidays Around the World Science Alignment


Develop an understanding of the relationship between illustrations and the meaning of the text. Develop an understanding of how different cultures celebrate holidays around the world. Develop an understanding of evergreen trees and the role they play in winter.

evergreen trees (life cycle, parts, hands-on investigation), migration (birds and other animals)

Focus Standards

NJSLS: 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). SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. NJSLS: 6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community.



predictions comprehension strategy. Explain how the illustration connects to the

story. Develop an awareness of how holidays are

celebrated by other cultures. Explain how plants and animals adapt to

seasonal changes. Explore the different ways people and animals

use evergreen trees. Identify parts of an evergreen tree. Describe the life cycle of an evergreen tree. Explain why animals migrate. Explain the difference between hibernation

and migration.

How can readers use information from a story to think about what will happen next in a story?

How does asking and answering questions about a story help you gain understanding?

How do the pictures help tell the story? What holidays do people celebrate in the

winter? What are the stages of the evergreen life

cycle? What makes evergreen trees a good habitat

for birds in the winter? How do animals respond to seasonal changes

to survive?


Holidays help us remember the past. American culture, based on specific traditions

and values, has been influenced by the behaviors of different cultural groups living in the United States.

Some plants and animals adapt to changes in the season.




Targeted Language Literature ELA: fiction, prediction, illustration

Content:

holiday, celebration, Christmas, Diwali, Hanukkah, Kwanzaa, gift, present, lights winter, season, evergreen trees, migration, birds, life cycle

Featured: The Three Snow Bears Google Drive: Integrated Literature



Unit: Winter


Cycle 12: Gingerbread Man and the New Year Science Alignment


Develop an understanding of the role of characters, setting, and major events in a story. Develop an understanding of the changes that occur during the winter season.

signs of winter season

Focus Standards

NJSLS: RL.K.3 With prompting and support, identify characters, settings, and major events in a story. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. NGSS: K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. NJSLS: 6.1.P.D.2 Demonstrate an understanding of family roles and traditions.


Students will… Develop an understanding of the inferring

comprehension strategy. Identify the characters in a story. Describe the setting of a story. Discuss the major events that happen in a

story. Identify the changes that occur during the

winter. Describe the New Year holiday.

How can readers use information they already know to understand what is happening in a story?

How do the pictures help tell the story? What is a character? What is the setting in a story? What major events took place in the story? How do people celebrate New Year’s Eve? What are some observable signs of the winter

season?




Targeted Language Literature ELA: fiction, infer, character, setting, key details

Content:

gingerbread, cookie, cookbook, dough, oven celebrate, clock, confetti, countdown, New Year’s Eve, New Year’s Day winter, snow, cold, snowflake

Featured: The Gingerbread Baby Google Drive: Integrated Literature



Unit: Winter


Cycle 13: Winter Weather Science


Develop an understanding of how two texts on the same topic can be similar and/or different. Develop an understanding of the weather patterns that occur during the winter season.

winter weather (snow, ice,

sleet, hail, blizzard)

Focus Standards

NJSLS: 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). NGSS: K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.



connections (text-to-text) comprehension strategy.

Apply the inferring comprehension strategy when applying background knowledge to a text.

Discuss how two texts based on the same topic are similar or different from one another.

Identify snow, rain, sleet and hail as types of precipitation.

How can readers make text-to-text connections to help them better understand stories?

How can readers use information they already know to understand what is happening in a story?

How is the information presented in texts the same and/or different?

How does weather change in the winter? What forms of precipitation can occur during

the winter season?




Targeted Language Literature ELA: text-to-text connection, infer, illustrations, same, different

Content: weather, snow, rain, sleet, hail, blizzard, ice, freeze, melt, temperature Featured: The Snowy Day Google Drive: Integrated Literature



Unit: Winter


Cycle 14: Character Education and Dr. Martin Luther King Jr. Day Science Alignment


Develop an understanding of how they can use their voice to express their thoughts, feelings, and ideas. Develop an understanding of important people in U.S. history and the importance of good character traits. Develop an understanding of weather forecasting.

shadows, and weather

predictions

Focus Standards

NJSLS: SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. NJSLS: 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community. NGSS: K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.



connections (text-to-me) comprehension strategy.

Apply the making predictions comprehension strategy to use clues from a text to make good guesses about what may happen next.

Express their thoughts, feelings, and ideas about their individual characteristics and how they are special and unique.

Recognize Dr. Martin Luther King Jr. as an important person in history.

Develop a basic understanding of civil rights and equality.

Understand how shadows are formed. Develop an understanding of weather

predictions.

How can readers make text-to-me connections to help them better understand stories?

How can readers use information from a story to think about what will happen next in a story?


What can you use to express your thoughts, feelings, and ideas?

What characteristics make you unique and special?

How did Dr. Martin Luther King Jr. contribute to our country?

How can the weather patterns of the seasons help you make a logical weather prediction?




America’s history and future. Seasonal changes affect the ways in which

people interact with their environment. Meteorologists forecast weather based on

observable weather patterns.


Targeted Language Literature ELA: text-to-me connection, thoughts, feelings, ideas, questions

Content:

Dr. Martin Luther King Jr., fair, unfair, equality, dream, freedom, speech, differences, caring, respect, responsibility, citizenship, trustworthiness, fairness

Featured: The Crayon Box that Talked, Jamaica’s Find, My First Biography: Martin Luther King Jr., Cloudy with a Chance of Meatballs Google Drive: Integrated Literature



Unit: Winter


Cycle 15: Animals and People in Winter Science Alignment


Develop an understanding of how characters in a story can have experiences that are the same and different. Develop an understanding of the seasonal changes that occur in the winter and how these changes affect how people

interact with their environment. Develop an understanding of underground animals and their habitat.

underground animal

habitats (groundhogs and

other animals)

Focus Standards

NJSLS: 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. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.


Students will… Identify the author of a text and tell what their

role in creating the book was. Identify the illustrator of a text and tell what

their role in creating the book was. Apply the making connections (text-to-text)

comprehension strategy when comparing texts from the same author.

Apply the summarizing comprehension strategy when retelling the main events of a story.

Identify the characters in a story. Describe the setting of a story. Discuss the major events that happen in a

story. Identify similarities and differences between

characters in stories. Identify underground animals and describe

their characteristics. Describe underground animal habitats.

What is the role of the author and illustrator? How do readers show they understand or

remember a story? What is a character? What is the setting in a story? What major events took place in the story? How can readers make text-to-text

connections to help them better understand stories?

How do people and animal’s behaviors change during the winter season?

Why is underground a good habitat for some animals?







Targeted Language Literature ELA: text-to-text connection, summarize, beginning, middle, end, retell, illustration, detail, character,

setting, key details, compare, contrast, same, different, Venn diagram

Content:

sweater, ski pants, jacket, mittens, scarf, earmuffs, socks, boots, gloves, hat, wool, knit, stocking groundhog, emerge, burrow, hole, underground, habitat

Featured: The Mitten, The Hat Google Drive: Integrated Literature



Unit: Winter


Cycle 16: Dental Health and Groundhog’s Day Science Alignment


Develop an understanding of how grouping objects by their characteristics helps you gain a sense of a word’s meaning. Develop an understanding of dental health and hygiene, how teeth grow, and the role of the dentist.

dental hygiene and how

teeth grow

Focus Standards

NJSLS: L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.


Students will… Apply the making connections (text-to-me)

comprehension strategy when relating to a text to give it meaning.

Ask and answer questions about a story. Identify the dentist as an important

community helper. Describe what happens on a trip to the dentist. Categorize food and drinks as healthy or

unhealthy in relation to dental health. Discuss how teeth grow. Make weather predictions to understand the

tradition of Groundhog Day.



How does grouping objects by their characteristics help you better understand their meaning?

How can you keep your teeth healthy?



Healthy choices and behaviors impact personal, family, community safety and well-being.

Everything can be classified based on characteristics.

Targeted Language Literature ELA: text-to-me connection, sort, categories, questions

Content:

groundhog, shadow, emerge, burrow, winter, spring, hole, hibernate, underground, Punxatawney Phil

dentist, floss, tooth, teeth, toothpaste, toothbrush, fairy, healthy, unhealthy, cavity

Featured: Doctor DeSoto Google Drive: Integrated Literature



Unit: Winter


Cycle 17: Valentine’s Day and the 100th Day Science


Develop an understanding of Valentine’s Day and the role of the mail carrier. Develop an understanding of the seasonal changes that occur in the winter and how these changes affect how people

interact with their environment.

winter activities

Focus Standards

NJSLS: L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.




Identify the mail carrier as an important community helper.

Describe the role of the mail carrier on Valentine’s Day.

Participate in school activities celebrating the 100th day of school.

Explain the changes that occur during the winter and discuss how people’s behaviors change.



How does grouping objects by their characteristics help you better understand their meaning?

What special days happen during the school year?

How do seasonal changes affect the way people interact with their environment?



Everything can be classified based on characteristics.


Targeted Language Literature ELA: text-to-me connection, sort, categories, questions

Content:

Valentine’s Day, Valentine, sweet, chocolate, candy, gift, heart, kiss, hug, flowers, love snowman, sled, sledding, snow angels, skis, skiing, ice skates, skating

Featured: 100th Day Books Google Drive: Integrated Literature



Unit: Winter


Cycle 18: President’s Day Science


Develop an understanding that a connection is a relationship between things, or how they relate to one another. Develop an understanding of important people and symbols in U.S. history. Develop an understanding of clouds and their relation to weather forecasting.

clouds

Focus Standards

NJSLS: RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. NGSS: K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. NJSLS: 6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.


Students will… Apply the making connections (text-to-world)

comprehension strategy when relating text information to the world around them.

Identify and describe American symbols. Compare and contrast Presidents Lincoln and

Washington. Discuss the importance of President’s Day. Identify different types of clouds.

How can readers make text-to-world connections to help them better understand stories?


How are President Lincoln and Washington the same/different?

What are symbols of America? Why do we celebrate President’s Day? How can clouds help us predict weather?



America’s history and future. Seasonal changes affect the ways in which

people interact with their environment.

Targeted Language Literature ELA: text-to-world connection, text-to-text connection

Content:

president, George Washington, Martha Washington, wig, quarter, general, Abraham Lincoln, Mary Todd Lincoln, log cabin, top hat, penny, Gettysburg Address, speech, bald eagle, Statue of Liberty, pledge of allegiance, American flag, Washington D.C., capitol, White House, United States of America

cloud, water, rain, stratus, cumulous, cirrus

Featured: Duck for President, Little Cloud Google Drive: Integrated Literature



Unit: Spring

Unit Goal: Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the spring.

Cycle 19: Read Across America Science Alignment


Develop an understanding that retelling a story aloud includes the key details. Develop an understanding of the seasonal changes that occur in the spring and how these changes affect how people


signs of spring season (hands-

on investigation), spring

activities

Focus Standards

NJSLS: 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. RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). 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). NJSLS: 6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community.




their role in creating the book was. Retell stories including key details. Explain how the illustration connects to the

text. Recognize Dr. Seuss as a famous author. Identify the changes that occur during the

spring. Explain the changes that occur during the

spring and discuss how people’s behaviors change.

Learn the adage, “March Comes in Like a Lion, Out Like a Lamb.”


remember a story? How do the pictures help tell the story? Who was Dr. Seuss? What are some observable signs of the spring

season? How do seasonal changes affect the way

people interact with their environment?







Targeted Language Literature ELA: retell, key details, illustrations, author, illustrator

Content:

Spring, season, buds, kite Dr. Seuss, cat, Thing 1, Thing 2, fish, reading, book

Featured: Dr. Seuss books Google Drive: Integrated Literature



Unit: Spring


Cycle 20: Rainbows and St. Patrick’s Day Science Alignment


Develop an understanding that retelling a story aloud includes the key details. Develop an understanding of how different cultures celebrate holidays. Develop an understanding of how colors exist in the environment.

rainbows, color mixing

Focus Standards

NJSLS: 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. RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. NJSLS: 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community.




their role in creating the book was. Apply the making predictions comprehension

strategy to use clues from a text to make good guesses about what may happen next.

Retell stories including key details. Develop an awareness of the symbols of St.

Patrick’s Day that have become folkloric traditions.

Discuss how rainbows are formed. Explore color mixing to understand that the

primary colors form the basis of all other colors.

What is the role of the author and illustrator? How can readers use information from a story

to think about what will happen next in a story?

How do readers show they understand or remember a story?

How can cultures differ from one another? How are rainbows formed? What new colors can you create using the

primary colors?




American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.


Targeted Language Literature ELA: retell, key details, illustrations, predictions

Content:

St. Patrick’s Day, clover, shamrock, leprechaun, pot of gold, fairy, Irish flag rainbow, rain, sun, light

Featured: A Rainbow of My Own Google Drive: Integrated Literature



Unit: Spring


Cycle 21: Spring Weather Science Alignment


Develop an understanding of the importance of asking questions for clarification. Develop an understanding of the weather patterns that occur during the spring season.

spring weather (sun, rain,

wind)

Focus Standards

NJSLS: RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. NGSS: K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.




their role in creating the book was. Apply the questioning comprehension strategy

when asking and answering question about key details in a non-fiction text.

Ask and answer questions about a story. Retell stories including key details. Learn the adage, “April Showers Bring May

Flowers.” Identify sunshine, rain, and wind as common

spring weather patterns.


remember a story? Why do we need a combination of rainy and

sunny days? How does weather change in the spring?





Targeted Language Literature ELA: retell, key details, questions

Content: spring, weather, sun, rain, wind, umbrella, clouds, mud, puddle, rain boots, temperature Featured: The Wind Blew Google Drive: Integrated Literature



Unit: Spring


Cycle 22: Spring Holidays Science Alignment


Develop an understanding of how characters in a story can have experiences that are the same and different. Develop an understanding of how different cultures celebrate holidays around the world. Develop an understanding of animals that are born in the spring.

baby animals in spring

(chicks, rabbits), life cycles

Focus Standards

NJSLS: 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. RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 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. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. NJSLS: 6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community.






Retell stories including key details. Identify similarities and differences between

characters in stories. Develop an awareness of how holidays are

celebrated by other cultures. Identify baby animals in spring and describe

their characteristics. Recognize baby animals’ habitats. Describe the life cycles of baby animals in

spring.


remember a story? How can readers make text-to-text


What holidays do people celebrate in the spring?

What are different types of baby animals during the spring?

What are the characteristics of baby animals? What are the stages of baby animals’ life

cycles?



Holidays help us remember the past. Living things have basic needs; food, water, air,

space to grow, and shelter.


Targeted Language Literature ELA: retell, key details, compare, contrast, questions, text-to-text connection

Content:

Easter, Passover bird, chick, nest, egg, hatch, rabbit, life cycle

Featured: The Easter Egg, Rosie’s Walk, Where Oh Where Is Rosie’s Chick? Google Drive: Integrated Literature



Unit: Spring


Cycle 23: Pond Life Science Alignment


Develop an understanding of the role of the author and illustrator in communicating information. Develop an understanding of pond animals and their habitat.

pond animals (fish, frogs,

turtles, ducks), habitat and life

cycles

Focus Standards

NJSLS: RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. NJSLS: 6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.





text. Identify pond animals and describe their

characteristics. Recognize that the pond is an animal habitat. Describe the life cycles of some pond animals.

What is the role of the author and illustrator? How do the illustrations help tell the story? What are different types of pond animals? What are the characteristics of pond animals? Why is a pond a good habitat for fish, frogs,

turtles, and ducks? What are the stages of the life cycle for some

pond animals?





Targeted Language Literature ELA: author, illustrator, illustration

Content: pond, habitat, fish, turtle, egg, tadpole, froglet, frog, hatch, chick, duckling, duck, lily pad,

dragonfly, cattail, snail, beaver, life cycle

Featured: It’s Mine!, Fish is Fish Google Drive: Integrated Literature



Unit: Spring


Cycle 24: Rainforests and Earth Day Science Alignment


Develop an understanding of how characters in a story can have experiences that are the same and different. Develop an understanding of rainforest animals and their habitat. Develop an understanding of protecting and conserving the Earth’s natural resources.

Earth as a human and animal

habitat, protecting the

environment (pollution,

endangered animals,

conservation)

Focus Standards

NJSLS: RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. NJSLS: 6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.






Identify similarities and differences between characters in stories.

Recognize the importance of reusing, recycling, and reducing trash.

Identify rainforest animals and describe their characteristics and habitat.

Recognize that the Earth is a human and an animal habitat.

What is the role of the author and illustrator? How can readers make text-to-text


How does asking and answering questions about a text help you show understanding?

How can you care for the Earth? How can I save water, energy, and paper in my

school and at home? What are different types of rainforest animals? Why is the Earth a good habitat for humans

and animals?


We get resources from living and nonliving things to meet our needs.

Conservation of natural resources is important to survival.




Targeted Language Literature ELA: characters, key details, compare, contrast, questions, text-to-text connection

Content:

Earth, reduce, reuse, recycle, planting, clean up, water, pollution, trash can, litter, glass, plastic, paper, aluminum, habitat, conservation, energy, endangered, protect

rainforest, macaw, toucan, frog, hummingbird, tarantula, snake, gorilla, monkey, butterfly

Featured: The Umbrella Google Drive: Integrated Literature



Unit: Spring


Cycle 25: Seeds and Plants Science Alignment


Identify the role of characters, setting, and major events in a story and retell including key details. Develop an understanding of how different cultures celebrate holidays. Develop an understanding of how plants grow.

plants (life cycle, parts, hands-

on investigation)

Focus Standards

NJSLS: 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. RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how). RL.K.3 With prompting and support, identify characters, settings, and major events in a story. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.




their role in creating the book was. Retell stories including key details. Plant and care for seeds providing the

elements necessary for survival. Label the parts of a plant. Describe the life cycle of plants. Discuss that plants are used for oxygen, food,

shelter, animal habitats, and products such as medicine.


remember a story? How are you and a plant similar and different

from each other? Why do animals and people need plants? What are the stages of the plant life cycle?





Targeted Language Literature ELA: retell, characters, setting, key details, beginning, middle, end

Content:

pot, hose, watering can, water plant, seed, stem, leaf, root, bean, sun, rain, soil, flower, fruit, vegetable, grow, life cycle,

investigation

Featured: The Tiny Seed, Jack and the Beanstalk, Titch Google Drive: Integrated Literature



Unit: Spring


Cycle 26: Gardens, Mother’s Day, and Cinco de Mayo Science Alignment


Develop an understanding of the role of the author and illustrator in communicating information. Develop an understanding of various types of gardens. Develop an awareness of important people in the family.

gardens (flowers, vegetables,

fruits)

Focus Standards

NJSLS: RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. NJSLS: 6.1.P.D.2 Demonstrate an understanding of family roles and traditions.





text. Plant and care for seeds providing the

elements necessary for survival. Recognize that the garden is an animal habitat. Recognize Mother’s Day as a holiday and

describe the role of the mother in family life. Discuss the different customs, food, and

clothing of people from different cultures.

What is the role of the author and illustrator? How do the illustrations help tell the story? How does asking and answering questions

about a story help you show understanding? Why is a garden a good habitat for some

animals? What is your mother’s role in your family? How can cultures differ from one another?



Authors use a variety of forms to tell their ideas.




American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.


Targeted Language Literature ELA: author, illustrator, illustration, question

Content:

Mother’s Day, mother, celebrate, family garden, pot, hose, watering can, water, gloves, garden tools, shovel, worm, snail, fence plant, seed, stem, leaf, root, bean, sun, rain, soil, flower, fruit, vegetable, grow, life cycle,

investigation, habitat Cinco de Mayo, celebrate, Mexican flag

Featured: Growing Vegetable Soup, The Carrot Seed, Dandelion Google Drive: Integrated Literature



Unit: Spring


Cycle 27: Backyard Insects Science Alignment


Develop an understanding that a connection is a relationship between things, or how they relate to one another. Develop an understanding of backyard insects and their role in the environment.

common backyard insects

(bees, butterflies, ladybugs,

ants, flies, grasshoppers),

insect homes, butterfly life

cycle, helpful vs. harmful

insects

Focus Standards

NJSLS: RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.






Identify insects and describe their characteristics.

Recognize insects’ habitats. Describe the life cycle of a butterfly. Compare and contrast helpful and harmful

insects.

What is the role of the author and illustrator? How can readers make text-to-text


How can readers make text-to-world connections to help them better understand information?

Why are plants good habitats insects? What are different types of backyard insects? What are the characteristics of insects? Why is the backyard a good habitat for

insects? What are the stages of a butterfly’s life cycle?






Targeted Language Literature ELA: author, illustrator, illustration, thoughts, feelings, ideas, text-to-text connection

Content: backyard, insect, bug, bee, butterfly, ladybug, ant, fly, grasshopper, life cycle, home, helpful,

harmful, bite, sting, nectar, thorax, head, thorax, abdomen, legs

Featured: The Very Hungry Caterpillar, The Grouchy Ladybug Google Drive: Integrated Literature



Unit: Summer

Unit Goal: Students will recognize seasonal changes in the environment, important people, holidays, and vocabulary relating to the summer.

Cycle 28: Ocean Life Science Alignment

Cycle Goal(s): Students will

Develop an understanding of how authors give reasons to support their points in a text. Develop an understanding of ocean animals and their habitat.

ocean animals (whales,

dolphins, crabs, seahorses,

sharks) and their habitat, shark

life cycle

Focus Standards

NJSLS: 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. RL.K.4 Ask and answer questions about unknown words in a text. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. b. Use the most frequently occurring affixes (e.g., -ed, -s, -ing) as a clue to the meaning of an unknown word. NGSS: K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.




their role in creating the book was. Identify ocean animals and describe their

characteristics. Recognize that the ocean is an animal habitat. Describe the life cycle of a shark.

What is the role of the author and illustrator? How does asking and answering questions

about a text help you show understanding? What are different types of ocean animals? What are the characteristics of ocean animals? Why is the ocean a good habitat for sea life? What are the stages of a shark’s life cycle?



Authors give reasons to support their point. Living things have basic needs; food, water, air,

space to grow, and shelter. The characteristics of habitats serve the needs

of plants and animals.

Targeted Language Literature ELA: question, author, illustrator

Content: ocean, habitat, beach, sand, whale, dolphin, crab, seahorse, shark, fish, life cycle, coral reef Featured: Mr. Seahorse, Swimmy Google Drive: Integrated Literature



Unit: Summer


Cycle 29: Summer Weather and Fun Science Alignment


Develop an understanding of how authors give reasons to support their points in a text. Develop an awareness of important people in the family. Develop an understanding of the weather patterns that occur during the summer season.

signs of summer season,

summer weather (sun, storms

– lightning, floods, tornadoes,

hurricanes), sun protection

Focus Standards

NJSLS: RL.K.4 Ask and answer questions about unknown words in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. NGSS: K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface. K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. NJSLS: 6.1.P.D.2 Demonstrate an understanding of family roles and traditions.


Students will… Identify the reasons an author gives to support

his/her point in a text with prompting and support.

Apply the making connections (text-to-world) comprehension strategy when relating text information to the world around them.

Identify the changes that occur during the summer.

How does an author prove his/her point? How does asking and answering questions

about a text help you show understanding? How does weather change in the summer? What are some observable signs of the

summer season? How can the weather patterns of the seasons

help you prepare for and/or respond to severe weather?


Authors give reasons to support their point. Healthy choices and behaviors impact

personal, family, community safety and well-being.

The sun is always shining and essential to life because it warms the land, water and air.



Meteorologists forecast weather based on observable weather patterns.

Targeted Language Literature ELA: question, author, text-to-world connection

Content: change, season, summer, weather, sun, storm, lightning, floods, tornados, hurricanes, sunscreen,

sunglasses, protection, shade, umbrella, heat, temperature, melt

Featured: The Relatives Came Google Drive: Integrated Literature



Unit: Summer


Cycle 30: Summer Holidays Science Alignment


Develop an understanding that a connection is a relationship between things, or how they relate to one another. Develop an understanding of the seasonal changes that occur in the summer and how these changes affect how people


summer activities, four

seasons

Focus Standards

NJSLS: RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. NGSS: K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. NJSLS: 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.




Identify the reasons an author gives to support his/her point in a text with prompting and support.

Recognize Father’s Day as a holiday and describe the role of the mother in family life.

Explain the changes that occur during the summer and discuss how people’s behaviors change.

Explain how seasons change over time.

How does an author prove his/her point? How can readers make text-to-me connections

to help them better understand information? What is your father’s role in your family? How does weather change throughout the

seasons? What are the observable signs of the four

seasons?

Readers utilize speaking and listening skills to have discussions about reading. Holidays help us remember the past.

Authors give reasons to support their point. Seasonal changes affect the ways in which

people interact with their environment. The four seasons follow yearly patterns and

produce observable changes.

Targeted Language Literature ELA: text-to-text connection, thoughts, feelings, ideas

Content:

Fourth of July, fireworks, America, American flag, freedom, father’s day, father, dad, family swimming, pool, snorkel, mask, goggles, bathing suit, shovel, pail, beach, towel, sandcastle, hiking,

camping, biking, baseball, playground, picnic, watermelon, ice cream, lemonade, popsicle, barbecue cycle, change, season, fall, autumn, winter, spring, summer

Featured: Red Sings from Treetops Google Drive: Integrated Literature



Instructional Overview: Writing

Writing Instruction Goals: 1. Becoming a Writer: Children will develop an understanding of what it means to be a writer. 2. Opinion Writing: Children will use a combination of drawing, dictating, and writing to compose opinion pieces. 3. Narrative Writing: Children will use a combination of drawing, dictating, and writing to narrate events. 4. Informative Writing: Children will use a combination of drawing, dictating, and writing to compose informative/explanatory texts. 5. Responding to Text: Children will use a combination of drawing, dictating, and writing to respond to texts. 6. Other Forms of Writing: Children will produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. The Writing Process: The writing process is the means by which children learn how to approach and carry out a writing task. Children’s developing understanding of the writing process provides them with the tools they need to express themselves effectively. The writing process teaches students how to develop their ideas and record them in written form. The process involves the following distinct steps:

Think – Thinking helps children plan what to write. Before you can write, you need to think first. Talk it Out – Talking about stories helps children to plan and remember important details when they begin to write. Plan – Planning helps children organize their ideas. Planning can include: drawing, labeling, and using graphic organizers. Write Long and Strong – Writing for a sustained amount of time helps children build their writing stamina. Revise – Revision allows children to add details in order to strengthen their own writing. Edit – Editing allows children to re-examine their work to look for areas to improve upon. Publish – Publishing gives children the opportunity to share their writing as a completed piece and celebrate their accomplishment.

Teachers celebrate published writing pieces by inviting families or special guests to a publishing party in their classroom. Publishing parties take place during cycle 6 (I Like…Because…Book), cycle 12 (Personal Narrative Book), cycle 18 (All About… Book), and cycle 29 (Short Story).

Each stage of the writing process is important and must be explicitly taught. The writing process can be taught in sequence, but it is also important to help students understand that writers go back and forth between the steps as they write. All students, regardless of their stage of development as writers, are introduced to the writing process. Each student will engage in the writing process at his or her own level. Teachers need to model all aspects of the writing process many times so that students become familiar with each stage. This will enable students to participate in the writing process with understanding and confidence.


Writing Performance Tasks: (Google Drive: Kindergarten Assessments) Performance Assessments engage students in authentic, high-level work that is aligned to the Common Core State Standards. The three performance assessments are scored using the Kindergarten Writing Rubric and provide a clear sense of what students have internalized and are able to do independently. Writing Instructional Supports and Resources:

Anchor Charts Anchor charts are created together by the teacher and children during mini lessons to make thinking visible. They are typically created on chart paper and both the teacher and the children may assume responsibility for recording the ideas that the class generates. Anchor charts are used to define and review concepts, terms, or strategies. They are also used to reflect on what has been learned. An anchor, by definition, is an object used to hold something firmly in place. Likewise, an anchor chart displayed in the classroom anchors children’s thinking while offering a source of visual reference for continued support as needed. Anchor charts should not become classroom wallpaper; they should be kept as references. Creating Anchor Charts 1. State the concept and purpose in clearest and grade level appropriate terms. 2. Guide classroom discussion through the concept. 3. Take notes/record ideas on anchor chart. 4. Review notes with children to ensure clarity of anchor chart. 5. State how and when it will be used in the room. Anchor charts should:

Have a single focus. Anchor charts contain only the most relevant or important information so as not to confuse children. Be co-constructed with the children. Have an organized appearance. Charts should be neat and organized, with simple icons and graphics to enhance their usefulness (avoid

distracting, irrelevant details and stray marks). Match the learners' developmental level. Support ongoing learning. Remain displayed after the mini-lesson so that children can continue to refer to them. Post only those charts that reflect current

learning and avoid distracting clutter. Anchor charts are not meant to be laminated or reused year to year.



Alphabet Chart (Google Drive: Kindergarten Resources) The alphabet chart is part of Red Bank’s phonics program. The purpose of the alphabet chart is to help children find the letter that makes a sound they have identified in the word they want to write. The front of the chart consists of the 26 letters of the alphabet in alphabetical order (short vowel sounds only which are highlighted in yellow). The back of the chart contains a vowel chart (short and long vowel sounds) and digraph chart. The letters within the chart are on penmanship lines to aid correct letter formation during writing. The images for each letter and digraph correlate to the quick drill cards used during the word work block. Teachers need to model why, when and how the alphabet chart can be used as a resource for writing. Children learn to use the alphabet chart independently through shared writing and individualized scaffolded writing. Writer’s Checklist (Google Drive: Kindergarten Resources) The purpose of the writer’s checklist is to facilitate the children’s ability to edit their own writing. The writer’s checklist guides the children through the editing stage of the writing process in a methodical way. The checklist consists of reminders of what the children can do when editing their writing. “I can…”

Draw a picture with details. Write neatly. Use uppercase and lowercase letters. Use finger spaces. Sound out words. Use punctuation. Use the word wall to check my spelling.

Writing Paper The writing paper varies in format depending on the student’s writing abilities and/or the targeted writing skill. The writing paper acts as a scaffold for the given task. All writing paper includes a place for the child’s name, the developmental writing assessment, a space for drawing, and a lined space for writing. The lines for writing should be developmentally appropriate and leave sufficient space for children’s writing. Word Wall Children are able to reference the words when writing, which gives them independence and problem solving skills to support accurate spelling. The basic ingredients for a word wall are letters of the alphabet and age-appropriate words. Teachers only display words that are being taught and used. All of the words on the word wall have meaning to the children; words should not be on the word wall if they have not been introduced or are no longer needed to reference (student mastery).




Writing Block Overview The writing block components are the same each day. Three consecutive days are devoted to the focus skill for the cycle. The additional days in the cycle allow for writing experiences that may or may not align with the skill in focus or the content topic for the cycle. Ideally, the content topic will lend itself to the writing skill in focus so connections between the two can be made. The writing on the additional two days are an opportunity to revisit previous focus skills and/or extend the practice of the skill currently in focus.

Tier 1: Mini Lesson A mini lesson is a short lesson focused on teaching children writing skills and the writing process; however, mini lessons are not all “teacher talk.” Effective mini lessons are interactive, with children contributing ideas and examples. Occasionally, mini lessons may be longer, but the idea is to focus children’s attention on a specific aspect of writing that they can immediately apply as they get involved in their own work. The three basic kinds of mini lessons are:

Management mini lessons help children learn routines and procedures of writing to promote order and efficiency in the classroom. Strategy and Skill mini lessons help children learn how to use the conventional rules for written language accurately and effectively. Craft mini lessons help children improve the quality of their writing over time by learning what makes good writing.

The focus of these mini lessons is to have children develop a deep understanding of what it means to be a writer, how they can intentionally improve their writing, and that good writing is more than just correct spelling and neat handwriting. Mini-lesson activities include: vocabulary instruction, making anchor charts, shared writing, sight word instruction, and reading and/or referencing supporting texts. Tier 2: Independent Writing Following the mini lesson, children work independently at their tables on the assigned writing task. The writing activity allows children to apply the focus skill(s) learned. Some children work independently for the entire time, while others receive individualized scaffolded writing instruction. During scaffolded instruction, teachers provide children individualized support in various ways:

Help children decide what they want to say. Provide feedback. Help writers clarify meaning. Teach skills. Reinforce writer’s strengths.

Scaffolding allows the teacher to help children transition from assisted tasks to independent performances. It is a step-by-step process that provides the learner with sufficient guidance until the process is learned, and then gradually removes the supports in order to transfer the responsibility for completing the task to the student. For optimum learning by the child, teachers provide support not at the child’s independent level (what they can already do themselves), but instead geared to those skills that are going to emerge in the next level. In scaffolded writing, children first plan what they want to write, draw it, and then write it. The work each child produces depends on where


children are in their writing development. The teacher uses the Developmental Writing Assessment (DWA) (Google Drive: Kindergarten Assessments) while scaffolding daily writing.

Lesson Wrap-Up At the closure of the writing block, the teacher facilitates the wrap-up of the lesson. The intellectual work should be done by the children – not the teacher summarizing and telling children what they learned. Closure allows children to revisit the essential questions, ask clarifying questions, reflect on their own work, and share their writing with peers. Closure is an opportunity for formative assessment and helps the teacher decide if additional practice is needed, whether re-teaching is necessary, or if the children are ready to move on to the next skill. Closure activities include: sharing (author’s chair), highlighting the lesson objectives, revisiting the anchor chart, and providing feedback to address student misconceptions. Tier 3: Intervention Tier 3 intervention is targeted instruction that is based on teacher observation and data. Small, flexible groups are formed to address a targeted skill. This takes place during the daily intervention block and during the free choice block on F Day in phase 2 of the literacy block. During intervention, choice play is occurring.




Writing Block Instructional Plan

(Cycles 1-30)

Tier 1: Mini-Lesson (10-15min) Tier 2: Independent Writing (15-20min) Lesson Wrap-Up (5-10min)

Teacher conducts mini-lesson aligned to the cycle goals. Children engage in discussion to develop and apply writing skills. Mini-lesson activities should include: ▪ Vocabulary Instruction ▪ Making Anchor Charts ▪ Shared writing ▪ Supporting Texts ▪ Sight Word Instruction

Children work independently at their tables on the

assigned writing task. Teacher scaffolds individual

children’s work. The writing activity allows

children to apply the focus skill(s) learned.

Closure activities should include: ▪ Author’s chair ▪ Lesson re-cap ▪ Revisiting the Anchor Chart Addressing student misconceptions

On F Day, there is no writing instructional block due to PLC.

Cycles Writing Focus Writing Conventions Writing Process Steps

1-3 Becoming a Writer Letter Strokes Think Talk it Out

4-6 Opinion: I Like… Writing Uppercase and Lowercase Letters Plan

7-9 Narrative: Sequencing Letters Make Words

10-12 Narrative: All About… Writing Directionality Write Long and Strong

13-15 Informative: Descriptive Writing Writing Sentences with Spacing Revise

16-18 Informative: How-To… and All About… Writing

Using Punctuation and Capitalization

19-21 Responding to Texts Peer Review and the Writer’s Checklist Edit

22-24 Other Forms of Writing Accurate Spelling

25-27 Responding to Texts Complete Sentences

28-30 Narrative: Celebrating Writing Plural Nouns Publish


Interpreting the Writing Units of Instruction

Writing Focus: refers to specific focus of instruction

Writing Focus Goal: refers to the focus goals outlined in the instructional overview for writing

Cycle: refers to specific cycle number(s) and topic

Cycle Goal(s): refers to specific goal(s) within the writing focus goal refers to writing convention goal(s)

Focus Standards

refers to the specific NJSLS ELA that will be in focus within the cycle








Targeted Language Conventions Sight Words

vocabulary related to language forms and

conventions

writing convention(s) in focus sight words to be introduced

http://www.state.nj.us/education/cccs/2016/ela/k.pdf


Writing Units of Instruction

Writing Focus: Becoming a Writer

Writing Focus Goal: Children will develop an understanding of what it means to be a writer.

Cycle 1: Writing Tools

Cycle Goal(s): Students will… Explore kindergarten writing tools and their purpose. Develop their fine motor coordination required for drawing and penmanship.

Focus Standards

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


Students will… Use a variety of writing tools and paper to

illustrate ideas. Generate ideas through class discussion. Assign ownership to their work by writing their

name. Practice holding their pencil and paper in the

correct position to ensure proper writing. Develop their own writer’s folder. Practice making figures using private speech to

prepare for letter formation.

What tools do you need to become a writer? Why are writing tools important?

Writers use many tools. What you say can be written down.


New: pencil, paper, crayons, colored pencils, folder, eraser

Figure (Private Speech): letter connection Ladders (down, down, across, across, across): I, E, F, H, L, T, i, l, t Zigzag (across, slant, across): Z, z Stars (slant right, slant left, across): A, M, N, K, Y, Z, V, X, W, Y, k, v, x, w

Sight word instruction will begin in cycle 4.




Cycle 2: The Role of Authors and Illustrators

Cycle Goal(s): Students will… Identify the role of an author and illustrator. Develop their fine motor coordination required for drawing and penmanship.

Focus Standards



Students will… Understand that the author is the person who

writes the words in a book. Understand that the illustrator is the person

who draws the pictures in a book. Use a variety of writing tools and paper to

illustrate ideas. Practice making figures using private speech to

prepare for letter formation.

What is an author? What is an illustrator? How can you share your ideas on paper?

An author is a writer. An author can show readers in words and

pictures what they are thinking. I am an author, and can show readers in words

and pictures what I am thinking.


New: Illustrator, author, writer Figure (Private Speech): letter connection Bowls (down, curve up): U, u Cookies (around, close): O, o, Q Half-Eaten Cookies (around, stop): C, c, G, D, r Humps (hump): B, h, m, n





Cycle 3: Introduction to the Writing Process

Cycle Goal(s): Students will… Develop an understanding that writing is a process. Develop their fine motor coordination required for drawing and penmanship.

Focus Standards



Students will… Become familiar with the steps of the writing

process (think, talk it out). Generate ideas through class discussion. Practice making figures using private speech to

prepare for letter formation. Review and/or attend to teacher feedback

with writing.

Why do we write?

What ideas do you want to share on paper? Why do writers write? How does brainstorming help the author

create their story? Why is feedback important?

Writers think and plan before they write or draw (brainstorming).

Using pictures and words writers can show others what they are thinking.

Writers write to share opinions, facts, and stories.

Writers use feedback to improve their writing.


New: plan, brainstorming Figure (Private Speech): letter connection Snakes (curve in, curve out): S, s Fishing Hooks (down, hook): J, j, g Ice Cream Cones (down, up, across/around, close): V, v, O, o



Writing Focus: Opinion: I Like…Writing

Writing Focus Goal: Children will use a combination of drawing, dictating, and writing to compose opinion pieces.

Cycle 4: Drawing a Picture

Cycle Goal(s): Students will… Use pictures to convey their opinion. Develop an understanding of how to use uppercase and lowercase letters when writing words.

Focus Standards

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters.


Students will… Draw and verbally label familiar objects and

pictures to convey meaning. Express their opinions verbally and pictorially.

Draw picturesthatarelifelike andmeaningful.

Exhibit special awareness through their illustrations.

Print lowercase letters when writing. Begin to use sight words in their writing.

What purpose is there to drawing pictures instead of writing words?

How can you communicate what you are saying through a picture?

How can adding pictures help readers understand your story?

Drawing pictures helps readers understand the writer’s thoughts.

Writers draw pictures to help readers understand their thoughts.

Words use lowercase letters, only special words begin with uppercase letters.


New: lowercase letters, uppercase letters, illustrations, opinion

Uppercase and lowercase letters List 1: a, the, it, is, I, like




Cycle 5: Labeling a Picture

Cycle Goal(s): Students will… Understand that labeling pictures is an important step in the planning stage of the writing process. Develop an understanding of how to use uppercase and lowercase letters when writing words.

Focus Standards



Students will… Draw and label familiar objects and pictures to

expand meaning. Become familiar with the steps of the writing

process (plan). Print lowercase letters when writing.

What is a label? How will others understand your picture is

saying?

Writers match their illustration with words, phrases, or sentences.

Labels are words that help to explain pictures. Words use lowercase letters, only special

words begin with uppercase letters.


New: label Review: uppercase letters, lowercase letters, illustrations, opinion





Cycle 6: I Like…Because…Book

Cycle Goal(s): Students will… Publish an “I like…because…” book. Develop an understanding of how to use uppercase and lowercase letters when writing words.

Focus Standards



Students will… Draw and label familiar objects and pictures to

express their opinion. Print lowercase letters when writing. Participate in a publishing party to share their

“I like…because” book with an audience. Review and/or attend to teacher feedback

with writing.

How can you communicate your thoughts to persuade?

How can you share your ideas on paper? How can you write a story so that others can

read it?

Why is feedback important?

Writers write for many purposes. Writers communicate to persuade or express

an opinion. Words use lowercase letters, only special




New: because, book, publishing, feedback Review: uppercase letters, lowercase letters, illustrations, opinion



Writing Focus: Narrative: Sequencing

Writing Focus Goal: Children will use a combination of drawing, dictating, and writing to narrate events.

Cycle 7: Ordering Events

Cycle Goal(s): Students will… Understand that events in a story happen in an order or sequence. Develop an understanding that letters make words.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. RF.K.1 Demonstrate understanding of the organization and basic features of print. b. Recognize that spoken words are represented in written language by specific sequences of letters. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.


Students will… Retell a sequence of events from pictures. Use pictures and some form of writing to

narrate events in order. Use beginning letter sounds to write words.

Why is it important to tell a story in order? What is the sequence of events for your story?

How does knowing how to write letters help you share your thoughts with others?

Writers write to tell what is happening in a story.

Letters make words Letter sounds are important when writing

words.


New: order of events, first, next, last, narrative, words

Letters make words List 2: can, see, go, to, we, at




Cycle 8: Beginning, Middle, End

Cycle Goal(s): Students will… Understand that events in a story happen in an order or sequence. Develop an understanding that letters make words.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. RF.K.1 Demonstrate understanding of the organization and basic features of print. b. Recognize that spoken words are represented in written language by specific sequences of letters. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.


Students will… Apply their understanding of the terms

beginning, middle and end when narrating a story.

Understand that written letters represent sounds.

What is the sequence of events? What happened at the beginning, middle, and

end? How can you use letters and words you know

to help you communicate your story?


Writers tell events of a story. Stories have a beginning, middle, and end.

Letter order is important in words.


New: sequence, beginning, middle, end Review: order of events, first, next, last, narrative, words





Cycle 9: Story Board

Cycle Goal(s): Students will… Apply sequencing skills to retell a fairy tale. Develop an understanding that letters make words.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. RF.K.1 Demonstrate understanding of the organization and basic features of print. b. Recognize that spoken words are represented in written language by specific sequences of letters. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. RL.K.2 With prompting and support, retell familiar stories, including key details (e.g., who, what, where, when, why, how).


Students will… Use pictures and some form of writing to

create story boards that sequence the events of a fairy tale in order.

Show an awareness of resources to assist in writing.

Understand that words can be spelled by writing the letters that match each sound.

Review and/or attend to teacher feedback with writing.

What is the sequence of events for the story? What happened at the beginning, middle, and

end? What writing resource can you use to help you

write the sounds that you hear in words? Why is feedback important?


Writers tell events of a story. Stories have a beginning, middle, and end. Words are different sizes. Writers use feedback to improve their writing.


New: story board, retell, alphabet chart Review: sequence, beginning, middle, end, order of events, first, next, last, narrative, words, feedback



Writing Focus: Narrative: All About…Writing


Cycle 10: Story About Me

Cycle Goal(s): Students will… Use pictures, labels and words to narrate a story about themselves. Develop an understanding of directionality.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.



process (write long and strong). Use pictures and some form of writing to tell

information about themselves. Add details to pictures to enhance their story. Write from left to right, sweeping to the next

line while writing.

What do you want readers to know about you?

Why is it important to write from left to right?

Writers write to tell about themselves. People’s lives have an important sequence of

events. Stories have facts about people. Writer’s use lined paper correctly to write

from left to right and sweeping to the next line.


New: left, right, details Review: sequence, beginning, middle, end, order of events, narrative, words

Directionality List 3: look, am, are, in, for, on




Cycle 11: Story About an Event

Cycle Goal(s): Students will… Use pictures, labels and words to narrate a story about an event. Develop an understanding of directionality.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page.


Students will… Use pictures and some form of writing to tell

information about an event. Apply their understanding of the terms

beginning, middle and end when narrating a story about an event.

Write from left to right, sweeping to the next line while writing.

What do you want readers to know about the event?

Why is it important to put events in order? Why is it important to write from left to right?

Writers write to tell about an event. Writer’s use lined paper correctly to write



New: event

Review: left, right, narrative, order of events Directionality List 3: look, am, are, in, for, on




Cycle 12: Personal Narrative Book

Cycle Goal(s): Students will… Publish a personal narrative book. Develop an understanding of directionality.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page.


Students will… Identify a small moment. Stretch the small moment into a beginning,

middle, and end. Participate in a publishing party to share their

“Personal Narrative” book with an audience. Write from left to right, sweeping to the next

line while writing. Review and/or attend to teacher feedback

with writing.

How can you communicate what you are saying through a picture?

How can adding pictures help readers understand your story?

How can you write a story so that others can read it?

Why is it important to write from left to right? Why is feedback important?

Drawing pictures helps readers understand the writer’s thoughts.

Writers draw pictures to help readers understand their thoughts.

Writers use details to enhance their story. Writer’s use lined paper correctly to write




New: personal narrative

Review: narrative, order of events, publish, feedback

Directionality List 3: look, am, are, in, for, on


Writing Focus: Informative: Descriptive Writing

Writing Focus Goal: Children will use a combination of drawing, dictating, and writing to compose informative/explanatory texts.

Cycle 13: Using Descriptive Vocabulary

Cycle Goal(s): Students will… Develop an understanding of how descriptive vocabulary enhances writing. Develop an understanding that words make sentences and are separated by spaces.

Focus Standards

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. W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers (e.g., adding details). RF.K.1 Demonstrate understanding of the organization and basic features of print. c. Understand that words are separated by spaces in print.



process (revise). Use descriptive words to add details to their

writing. Revise stories by adding detail. Identify the differences between words and

sentences. Identify that words in sentences have spaces

between them and demonstrate this in their writing.

How will others understand your writing? How do descriptive words enhance your

writing? What letter sound do you hear at the

beginning, middle and end of the word?

Writers use descriptive words to add details to their story.

Writers plan by choosing a topic, adding details or descriptive words to enhance writing.

Words make sentences. Words are separated by spaces in print.


New: descriptive words, spaces, sentence, revise,

non-fiction

Writing sentences with spaces List 4: they, you, all, and, he, said




Cycle 14: Object Description


Focus Standards



Students will… Use words to describe real life objects. Identify the differences between words and



Revise stories by adding detail.

How do descriptive words enhance your writing?

How can you use descriptive words to tell a

reader about an object?

What letter sound do you hear at the beginning,

middle and end of the word?



Words make sentences. Words are separated by spaces in print.


New: object, describe

Review: revise, descriptive words, uppercase, lowercase, period, spaces, sentence





Cycle 15: Place Description


Focus Standards



Students will… Use words to describe real life places. Respond to questions and suggestions from

peers and teachers. Identify the differences between words and



Review and/or attend to teacher feedback with writing.

Revise stories by adding detail.

How do descriptive words enhance your writing?

How can you use descriptive words to tell a

reader about a place?

What letter sound do you hear at the beginning, middle and end of the word?




Words make sentences. Words are separated by spaces in print. Writers use feedback to improve their writing.


New: place

Review: revise, descriptive words, feedback, spaces, sentence



Writing Focus: Informative: How-To… and All About… Writing


Cycle 16: How to Directions

Cycle Goal(s): Students will… Write how-to directions to demonstrate an understanding of explanatory writing. Demonstrate a command the conventions of standard English capitalization and punctuation.

Focus Standards

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. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation.


Students will… Write a non-fiction informative piece (how-to

story) by sequencing events. Use punctuation in their sentences. Use capital letters at the beginning of

sentences and names.

What makes something important to inform other readers?

How can you teach something through your writing?

How does punctuation impact your writing? What words require a capital letter?

Writers write for many purposes.

Writers write to inform. Words use lowercase letters; only special



New: non-fiction, period, question mark,

exclamation point, capital letter

Review: sequencing, first, next, last, sentence

Using punctuation and capitalization List 5: no, she, big, not, will, come




Cycle 17: All About… Writing

Cycle Goal(s): Students will… Write all about a given topic to demonstrate an understanding of informative writing. Demonstrate a command the conventions of standard English capitalization and punctuation.

Focus Standards




identify their topic and include facts and information about their topic.

Use punctuation in their sentences. Use capital letters at the beginning of

sentences and names.

How can a writer show what they know about a topic?




Writers write to inform. Writers follow one topic. Words use lowercase letters; only special



New: topic

Review: sentence, period, question mark,

exclamation point, capital letter, non-fiction

Using punctuation and capitalization List 5: no, she, big, not, will, come




Cycle 18: All About… Book

Cycle Goal(s): Students will… Publish an “All About…” book. Demonstrate a command the conventions of standard English capitalization and punctuation.

Focus Standards




identify their topic and include facts and information about their topic.

Use punctuation in their sentences. Use capital letters at the beginning of

sentences and names. Participate in a publishing party to share their

“All About…” book with an audience. Review and/or attend to teacher feedback

with writing.

How can a writer show what they know about a topic?





Writers write to inform. Writers follow one topic. Words use lowercase letters; only special

words begin with uppercase letters. Writers use feedback to improve their writing.


Review: topic, publish, feedback, non-fiction Using punctuation and capitalization List 5: no, she, big, not, will, come


Writing Focus: Responding to Text

Writing Focus Goal: Children will use a combination of drawing, dictation, and writing to respond to a text.

Cycle 19: Story Map

Cycle Goal(s): Students will… Develop an understanding of how to respond to a text through writing. Develop an understanding of how self and peer review improves writing.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. RL.K.3 With prompting and support, identify characters, settings, and major events in a story.


Students will… Identify the characters, setting, and major

events in a story by creating a story map. Respond to questions and suggestions from

peers and teachers. Show an awareness of resources to assist in

writing.

How does asking and answering questions about a story help you show understanding?

Why would you have a peer edit your work?

What writing resources can you use to improve your writing?


Writers use a correct sequence of events to tell a story.

Peers can be used as a resource to assist in revising their pieces.

Writers follow rules. Targeted Language Conventions Sight Words

New: writers checklist, edit, story map, fiction,

characters, setting

Review: beginning, middle, end, author, illustrator, uppercase, lowercase, period, spaces, sentence, revise

Peer review and the Writer’s Checklist List 6: me, up, down, was, my, play




Cycle 20: Venn Diagram


Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).


Students will… Compare the characters, setting, and major

events in a story by creating a Venn diagram. Respond to questions and suggestions from

peers and teachers. Show an awareness of resources to assist in

writing.

How do text-to-text connections help you better understand stories?





New: compare & contrast, Venn diagram, same,

different

Review: story map, fiction, characters, setting,

beginning, middle, end, author, illustrator, edit,

writers checklist, uppercase, lowercase, period,

spaces, sentence





Cycle 21: Text Summary


Focus Standards

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



process (edit). Summarize the major events in a story. Show an awareness of resources to assist in

writing. Review and/or attend to teacher feedback

with writing.

How does summarizing help you better understand stories?




Writers use a correct sequence of events to tell a story.




New: summary (summarize),

Review: story map, fiction, characters, setting, beginning, middle, end, author, illustrator, feedback, edit, writers checklist, uppercase, lowercase, period, spaces, sentence



Writing Focus: Other Forms of Writing

Writing Focus Goal: Children will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Cycle 22: Revisit “I like…because…” Opinion Writing

Cycle Goal(s): Students will… Use a combination of drawing, dictating, and writing to compose opinion pieces. Develop an understanding of the importance of accurate spelling.

Focus Standards

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


Students will… Share and support their opinion when writing

about a topic. Use words from a word wall or around the

room to help write sentences with accuracy. Use high frequency words in their writing.

How can I communicate my thoughts to

persuade?

What writing tool can you use to help you

accurately spell words?

How do letter patterns and letter sounds help

you write words?

How will others understand your writing?

Writers write for many purposes. Writers communicate to persuade or express

an opinion. Writers communicate to persuade or express

an opinion.


New: high frequency words, sight words, word

wall,

Review: opinion, because

Accurate spelling List 7: yes, be, find, make, help, where




Cycle 23: Letters

Cycle Goal(s): Students will… Write letters to develop an understanding of audience and purpose. Develop an understanding of the importance of accurate spelling.

Focus Standards

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. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Students will… Identify elements of a letter. Focus on audience and purpose when writing

letters. Use words from a word wall or around the


How can you communicate with someone else

through writing?




you write words?


Writers write for many purposes. Letters are a way to communicate with other

people through writing.


New: letters, comma, audience, purpose

Review: high frequency words, sight words, word wall





Cycle 24: Poems

Cycle Goal(s): Students will… Recognize and produce rhyming words when writing poems. Develop an understanding of the importance of accurate spelling.

Focus Standards

RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words.


Students will... Develop an understanding of the elements of a

poem. Write poems using rhyming words. Review and/or attend to teacher feedback

with writing. Use words from a word wall or around the



you write words?





Writers write for many purposes. Writers use feedback to improve their writing.


New: poem, rhyming words

Review: feedback, high frequency words, sight words, word wall, purpose, audience





Cycle 25: Predictions

Cycle Goal(s): Students will… Develop an understanding of how to express their opinion in writing. Develop an understanding that ideas can be shared by using complete sentences.

Focus Standards

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. f. Produce and expand complete sentences in shared language activities.


Students will… Use clues from the text to make predictions. Write predictions based on previewing a text. Explain reasons for their prediction. Use conventional spelling, capitalization,

punctuation, grammar, and sentence structure with guidance and support.

How does asking and answering questions

about a text help you show understanding?

How can you write a complete sentence?

Asking and answering questions about a text helps a reader show understanding.

Ideas can be better explained by adding details to sentences.

Sentences have different lengths. Word order is important in sentences.


New: predict (prediction)

Review: because, sentence, capitalization, spaces, punctuation

Complete sentences List 8: little, away, funny, jump, run, here




Cycle 26: Favorite Part


Focus Standards

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. f. Produce and expand complete sentences in shared language activities.


Students will… Respond to a story by sharing their connection

to the story and events. Use pictures and some form of writing to tell

the name of a book and how they felt about the story.

Use conventional spelling, capitalization, punctuation, grammar, and sentence structure with guidance and support.

How can a writer tell how they feel about a

story/book?


Writers write to share opinions and information.

Readers have opinions about how they feel about a story.

Ideas can be better explained by adding details to sentences.

Sentences have different lengths. Word order is important in sentences.


New: favorite part

Review: because, opinion, sentence, capitalization, spaces, punctuation





Cycle 27: Story Extension


Focus Standards

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). 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). L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. f. Produce and expand complete sentences in shared language activities.


Students will... Extend a story to show their creativity in

writing. Review and/or attend to teacher feedback

with writing. Use conventional spelling, capitalization,

punctuation, grammar, and sentence structure with guidance and support.

How can you extend a story?



Writers can expand on the ideas of others. Writers use feedback to improve their writing. Ideas can be better explained by adding details

to sentences. Sentences have different lengths. Word order is important in sentences.


New: story extension

Review: event, feedback, opinion, sentence, capitalization, spaces, punctuation



Writing Focus: Narrative: Celebrating Writing


Cycle 28: Writing a Short Story

Cycle Goal(s): Students will… Develop a short story of their own creation applying story elements and writing conventions. Develop an understanding of how to form regular plural nouns.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).



process (publish). Explore books to get ideas for their stories. Write a story sequentially with details. Write short stories that include the elements

of setting, characters and events. Edit their written work for accurate use of

plural nouns with guidance and support.

What is a main idea in a story? What do you want your topic to be about? What details will you use to express your main

idea? What happened first, next, and then, finally? How many characters are in your story? Where does your story take place?

How can you add details to make my writing

more interesting?

How do descriptive words enhance your

writing?

When should you use plural nouns?

Writers establish characters and setting when creating a story.

Writers develop a main idea when writing a story.

Details of the story relate to the main idea. Stories have a beginning, middle, and end.


Writers add details to make their writing more interesting to readers.

Writers use descriptive words to add detail to their story.


New: events, nouns, plural nouns, main topic, main

idea, short story

Review: details, descriptive words, setting, characters, beginning, middle, end

Plural nouns New: Lists A-E

Review: Lists 1 – 8




Cycle 29: Publishing a Short Story

Cycle Goal(s): Students will… Publish a short story of their own creation. Develop an understanding of how to form regular plural nouns.

Focus Standards

W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).


Students will… Write short stories that include the elements

of setting, characters and events. Participate in a publishing party to share their

short story with an audience. Edit their written work for accurate use of


What is the main idea in a story? What details will you use to express your main

idea? What happened first, next, and then, finally? How many characters are in your story? Where does your story take place?

How can you add details to make my writing

more interesting?

How do descriptive words enhance your

writing?

When should you use plural nouns?

Writers establish characters and setting when creating a story.

Writers develop a main idea when writing a story.

Details of the main idea relate to the story. Stories have a beginning, middle, and end.


Writers add details to make their writing more interesting to readers.

Writers use descriptive words to add detail to their story.


Review: short story, events, nouns, plural nouns, main topic, main idea, details, descriptive words, setting, characters, beginning, middle, end

Plural nouns New: Lists A-E





Cycle 30: Responding to Writing Prompts

Cycle Goal(s): Students will… Develop an understanding that questions can be answered by collecting information. Develop an understanding of how to form regular plural nouns.

Focus Standards

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).


Students will… Answer questions by responding to writing

prompts. Edit their written work for accurate use of


How can a writer show what they know about a

topic?

Where does a good writer find information to

answer questions?

Writers write for many purposes. Writers write to answer questions. Writers gather information when answering

questions.


New: writing prompt, question

Review: question mark, details, Writer’s Checklist Plural nouns New: Lists A-E



Word Work Block Overview The Word Work Block encompasses a wide variety of literacy activities to develop student’s literacy skills. The components of the word work block include: shared reading, phonics frame, English language development, dictation, sight words, technology, partner reading, and hands-on activities.

Tier 1: Whole Group Shared Reading The teacher and children read aloud from large print texts (Reading A to Z projectable books). During the reading, the teacher helps children become proficient readers by modeling concepts of print and the use of all three major cuing systems: meaning, language structure and visual cues by employing the reading strategies addressed in kindergarten: eagle eyes, lips the fish, stretchy the snake, and chunky monkey. The texts are outlined in the phonics instructional plan to align with the focus skills (alphabet, word patterns, and reading). The projectable books offer an opportunity for children to interact with texts in a variety of ways.

Phonics Frame The Red Bank Primary School developed a systematic and explicit phonics program tailored to the needs of its population. Children learn how letters, letter sounds, letter patterns and word chunks (diagraphs and word patterns) impact spelling. Phonics instruction is systematic because it follows an explicit sequence for teaching and it follows a procedure to teach those concepts. The children will review letters and their formation. They will soon move on to blend the sounds into words. The phonics portion of the word work block has explicit components that occur daily in whole group on the carpet (quick drill, review/teach, and reverse quick drill).

Quick Drill Children practice sounds and word patterns using keywords to help them remember (quick drill cards). The sequence of the sounds and word patterns taught are outlined in the word work instructional plan. The quick drill should only include the sounds and patterns that have been taught. Children need to have an active role in this process. They are chorally participating in the drill with their eyes on the quick drill cards. As the year progresses, children can lead the quick drill in place of the teacher. The teacher leads the children through the following steps (steps vary depending on the skill):

Letters Digraphs Word Patterns

say the name of the letter say the keyword say the sound that the letter

makes

say the name of the letters say the keyword say the new sound that the

letters make together

say the name of the letters say the keyword say the sound that the letters

make together


Review/Teach Teachers review sounds and word patterns previously taught and introduce the focus sounds or word patterns for the cycle. The word work instructional plan outlines the sounds and word patterns that are in focus for each cycle. Following the review/teach, children apply their sounds knowledge by decoding words that the teacher builds. The teacher builds words that include the sounds and/or patterns covered. The children “tap out” the individual phonemes with their fingers starting with their thumb (counting motion), and then blend the phonemes into a word (making a fist).

Reverse Quick Drill Children practice recalling letters, sounds, and word patterns. The reverse quick drill should only include the sounds and patterns that have been taught. Children need to have an active role in this process. They are chorally participating in the drill without the quick drill card visual.

Letters Digraphs Word Patterns

teacher says a letter sound “say /a/”

children say the letter sound “/a/”

teacher asks the children what letter makes that sound “What says /a/?”

children say the letter name “a”

teacher says the digraph sound “say /ch/”

children say the digraph sound “/ch/”

teacher asks the children what letters make that sound “What says /ch/?”

children say the letter names “c,h”

teacher says the word pattern sound “say /am/”

children say the word pattern sound “/am/”

teacher asks the children what letters make that sound “What says /am/?”

children say the letter names “a, m”

Tier 2: Small Group/Independent Practice

English Language Development ELD takes place daily during the word work block. During the small group rotation days, children will be guided through a variety of ELD activities to build vocabulary as well as their speaking and listening skills. On non-rotation days, children receive ELD intervention as needed. ELD intervention can address all four domains: reading, writing, speaking, and listening.


Dictation Dictation takes place during the small group rotation days. The teacher leads this small group activity which is an essential component of the phonics frame. Dictation includes: letters, words, and sentences. Dictation work should be done on lined white boards or paper. Letter formation is a key part of the dictation process and teachers should be modeling private speech during dictation so that children can use private speech independently. The Handwriting Reference Chart outlines the private speech needed (Google Drive: Kindergarten Resources). The word work instructional plan outlines the timeline for these three dictation steps, but these times are flexible depending on the abilities of the children in the small group. Teachers plan dictation of letters, words, and sentences around the focus letters and word patterns, and sight words that have been taught.

Sounds (letters) Spelling (words) Sentences

teacher says a letter sound “say /a/”

children say the letter sound “/a/”

teacher asks the children what letter makes that sound “What says /a/?”

children write the letter “a” using private speech

teacher says a word “say cat”

children say the word “cat” teacher asks the children what

sounds make that word “What sounds do you hear in the word cat?”

children tap out the sounds “/c/, /a/, /t/” and write the word using private speech

teacher says a sentence “The cat is fat.”

children repeat the sentence “The cat is fat.”

children write the sentence Children should be tapping out words as needed, spelling sight words with accuracy, and should be using correct capitalization and punctuation.

Sight Words Children will be working independently during the small group time of the word work block to practice sight words. This small group in the rotation does not begin until cycle 15 as the children need time to have enough sight word exposure and self-regulation to work independently. Teachers can plan a variety of engaging activities to help children practice previously taught sight words. Activities need to be on the children’s independent level in order for the children to work without teacher support. These activities may vary based on the group’s knowledge of sight words. RAZ sight word readers are a great resource to support this small group time as the children have already become familiar with the readers during shared reading.

Technology Children will be working independently during the small group time of the word work block to practice literacy skills using technology (ABCmouse, ABCya, Starfall, and Raz-Kids). Teachers pre-assign specific activities based on the skills children need to practice.



http://www.abcmouse.com/

http://www.abcya.com/

http://www.starfall.com/

http://www.raz-kids.com/


Partner Reading Partner reading gives children the opportunity to strengthen their oral language skills, build vocabulary and practice conversing on topic. In addition, children engage in positive social interactions, practice concepts of print, book handling skills, and strengthen their self-regulation skills by taking turns. Further into the year, children can apply the skills and strategies learned in shared reading and guided reading groups. Children have the opportunity to practice decoding texts and applying specific comprehension skills with peer support. Children are taught strategies to self-select books to read on their own. Partner reading helps children build reading stamina.

Hands-on Activities According to the National Association for the Education of Young Children (NAEYC), children learn best by engaging in hands-on activities. During the word work block, hands-on literacy activities take place once per cycle on a non-rotation day. Teachers plan hands-on activities that align with the focus skills for the current cycle. Worksheets should not be the primary resource used to engage children with academic content. Teachers systematically incorporate essential cognitive skills into the scope and sequence of hands-on learning activities.



Word Work Block Instructional Plan

Alphabet Focus (Cycles 1-15)

Day Tier 1: Whole Group (15-20min) Tier 2: Small Group/Independent Practice (15-20min)

A-B

▪ quick drill ▪ review/teach ▪ reverse quick drill ▪ shared reading (Reading A to Z)

▪ hands-on letter activity ▪ ELD intervention

C-E


3 day rotation: ▪ dictation (letter formation) ▪ English language development (ELD) activities

(sound sorting tubs and early skills language journal) ▪ technology (alphabet games)

F


▪ partner reading (Reading A to Z – alphabet books) ▪ nursery rhymes ▪ ELD intervention

Focus Standards

RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper - and lowercase letters of the alphabet. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters.


Cycle Focus Reading A to Z Resources

Alphabet Books Sound/Symbol Books Nursery Rhymes

1 n, a Letter N Letter A

Consonant Letter N Short A

This Little Piggy (RAZ)

2 p, m Letter P Letter M

Consonant Letter P Consonant Letter M

Little Miss Muffet (RAZ)

3 s, t Letter S Letter T

Consonant Letter S Consonant Letter T

Mary Had a Little Lamb (RAZ)

4 o, d Letter O Letter D

Short O Consonant Letter D

Itsy Bitsy Spider (RAZ)

5 e, h Letter E Letter H

Short E Consonant Letter H

Hickory Dickory Dock (Interactive)

6 f, g Letter F Letter G

Consonant Letter F Consonant Letter G

Twinkle Little Star (Interactive)

7 i, b Letter I Letter B

Short I Consonant Letter B

Jack and Jill (RAZ)

8 c, r Letter C Letter R

Consonant Letter C Consonant Letter R

Jack and Jill (Interactive)

9 u, l Letter U Letter L

Short U Consonant Letter L

Two Blackbirds (RAZ)

10 w, j Letter W Letter J

Consonant Letter W Consonant Letter J

Baa Baa Black Sheep (RAZ)

11 k, v Letter K Letter V

Consonant Letter K Consonant Letter V

Baa Baa Black Sheep (Interactive)

12 y, q Letter Y Letter Q

Consonant Letter Y Consonant Letter Q

Hey, Diddle Diddle (RAZ)

13 x, z Letter X Letter Z

Consonant Letter X Consonant Letter Z

Hey Diddle Diddle (Interactive)

14 sh, ch Review: From A to Z

Digraph SH Digraph CH

Humpty Dumpty (RAZ)

15 th, wh Review: From A to Z

Digraph TH Digraph WH

Humpty Dumpty (Interactive)


Word Building Focus (Cycles 16-22)


A-D


4 day rotation: ▪ dictation (spelling) ▪ English language development (ELD) activities ▪ technology (word pattern games) ▪ sight word activities

E


▪ partner reading (Reading A to Z – decodable books) ▪ ELD intervention

F


▪ word pattern poetry ▪ ELD intervention

Focus Standards

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant vowel consonant, or CVC) words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. c. Read high-frequency and sight words with automaticity. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ (e.g., nap and tap; cat and cot). RF.K.4 Read emergent texts with one-to-one correspondence to develop fluency and comprehension skills. a. Read emergent-readers with purpose and understanding. b. Read grade level text for purpose and understanding. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Write a letter or letters for most consonant and short vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.


Cycle Focus Review Reading A to Z Resources

Decodable Books High-Frequency Books

16 ap an

n, p, m, short a

Nan and Pap – 3 A Nap and a Map – 4

Set A, Book 1 - A Park Set A, Book 2 - Setting the Table

17 am at

s, t Sam and the Sap – 5 A Tap and a Pat – 6

Set A, Book 3 - What Is It? Set A, Book 4 - I Can See Set A, Book 5 - We Go

18 ad ot

short o, d The Tot and the Pot – 7 Don and Dots – 8 Dan the Tan Man – 9

Set A, Book 6 - We Look Set A, Book 7 - We Are

19 et en op

short e, h Get the Pets – 10 Hot at the Dam – 11 I Can Hop – 12

Set A, Book 8 – They Look Set A, Book 9 – They Are On

20 ag og it

short i, f, g

A Fat Hat – 13 Get the Gag – 14 Ten Pets – 15 Did it Fit? – 16

Set A, Book 10 – Can You See?

21 ig in ip

b, c, r

Big Bad Bat – 17 The Pin with a Tin Fin – 18 The Fat Cat – 19 Red Hen and Rod Rat - 20

Set A, Book 11 – I Like

22 ug un ill

short u, l, w

The Mutt and the Bug – 21 My Pug has Fun – 22 Lil, Sal, and Bill - 23 Win a Wig – 24 Nat’s Cat – 25

23 ub ut

um j, k, v, y

Jig, Jag, and Jog – 26 Kit and Kim are Kin – 27 Bub and the Nut – 28 Vin and Val – 29 Yum, Yum, Yams – 30

24 ell

ing* all*

q, x, z

Jill and Bill – 31 Are You a Quitter? – 32 Have you Ever Seen a Fox? – 33 The Zim-Zam Man – 34 Bob and Nell – 35


Reading Focus (Cycles 23-30)


A-D


4 day rotation: ▪ dictation (sentences) ▪ English language development (ELD) activities ▪ technology (RAZ kids) ▪ sight word activities

E


▪ partner reading (Reading A to Z – decodable books) ▪ ELD intervention

F


▪ vowel word work ▪ ELD intervention

Focus Standards

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.


Cycle Focus Review RAZ Books High-Frequency Books

25 digraphs

ch, sh, th, wh

Set A, Book 12 – Go In Set B, Book 1 – He Said No Set B, Book 2 – This Is Big Set B, Book 3 – Will It Come? Set B, Book 4 – Look At Me

26 long a

silent e short a

Sound/Symbol: Long A Read-Aloud: April’s Big Day

Set B, Book 5 – We Go Up Set B, Book 6 – I Was With Set B, Book 7 – Do You Play? Set B, Book 8 – Some Have

27 long e short e

Sound/Symbol: Long E Digraph Read-Aloud: We Need a Vacation!

Set B, Book 9 – What Is Out There? Set B, Book 10 – She Will Be Set B, Book 11 – I Had to Look Set B, Book 12 – Each Will Get

28 long i

silent e short i

Sound/Symbol: Long I Read-Aloud: Iris Invites Trouble

Set C, Book 1 – Where Is It? Set C, Book 2 – These or Those? Set C, Book 3 – How Many Do You See? Set C, Book 4 – Too Little, Too Big

29 long o silent e

short o

Sound/Symbol: Long O Read-Aloud: Chico Sees a Ghost

Set C, Book 5 – Where Will She Go? Set C, Book 6 – Who Has It? Set C, Book 7 – There Were Three Set C, Book 8 – Jump On

30 long u silent e

short u

Sound/Symbol: Long U Read-Aloud: The Big Blue Cube

Set C, Book 9 – One, Not Two Set C, Book 10 – Here Are Three Set C, Book 11 – He Will Not Jump Set C, Book 12 – Who Will Help Me?


Instructional Overview: Mathematics Standards for Mathematical Practice The Standards for Mathematical Practice describe the habits of mind that teachers should develop in their children and the lens through which teachers and children should view all content. The Standards for Mathematical Practice describe ways in which children should engage with mathematics. True understanding of math can only come from teaching the content through the mathematical practices. Children who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, children may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other children, step back for an overview, or deviate from a known procedure to find a shortcut. Red Bank’s goal is for kindergarten to provide the foundation for the development of the practices.

1. Make sense of problems and persevere in solving them. Mathematically proficient children in Kindergarten examine problems (tasks), can make sense of the meaning of the task and find an entry point or a way to start the task. Kindergarten children also begin to develop a foundation for problem solving strategies and become independently proficient on using those strategies to solve new tasks. In Kindergarten, children’s work focuses on concrete manipulatives before moving to pictorial representations. Kindergarten children also are expected to persevere while solving tasks; that is, if children reach a point in which they are stuck, they can reexamine the task in a different way and continue to solve the task. Lastly, at the end of a task mathematically proficient children in Kindergarten ask themselves the question, “Does my answer make sense?”

2. Reason abstractly and quantitatively. Mathematically proficient children in Kindergarten make sense of quantities and the relationships while solving tasks. This involves two processes- decontextualizing and contextualizing. In Kindergarten, children represent situations by decontextualizing tasks into numbers and symbols. For example, in the task, “There are 7 children on the playground and some children go line up. If there are 4 children still playing, how many children lined up?” Kindergarten children are expected to translate that situation into the equation: 7-4 = ___, and then solve the task. Children also contextualize situations during the problem solving process. For example, while solving the task above, children refer to the context of the task to determine that they need to subtract 4 since the number of children on the playground is the total number of children except for the 4 that are still playing. Abstract reasoning also occurs when children measure and compare the lengths of objects.

3. Construct viable arguments and critique the reasoning of others. Mathematically proficient children in Kindergarten accurately use mathematical terms to construct arguments and engage in discussions about problem solving strategies. For example, while solving the task, “There are 8 books on the shelf. If you take some books off the shelf and there are now 3 left, how many books did you take off the shelf?” children will solve the task, and then be able to construct an accurate argument about why they subtracted 3 form 8 rather than adding 8 and 3. Further, Kindergarten children are expected to examine a variety of problem solving strategies and begin to recognize the reasonableness of them, as well as similarities and differences among them.


4. Model with mathematics. Mathematically proficient children in Kindergarten model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the problem context. Kindergarten children rely on concrete manipulatives and pictorial representations while solving tasks, but the expectation is that they will also write an equation to model problem situations. For example, while solving the task “there are 7 bananas on the counter. If you eat 3 bananas, how many are left?” Kindergarten children are expected to write the equation 7-3 = 4. Likewise, Kindergarten children are expected to create an appropriate problem situation from an equation. For example, children are expected to orally tell a story problem for the equation 4+5 = 9.

5. Use appropriate tools strategically. Mathematically proficient children in Kindergarten have access to and use tools appropriately. These tools may include counters, place value (base ten) blocks, hundreds number boards, number lines, and concrete geometric shapes (e.g., pattern blocks, 3-d solids). Children should also have experiences with educational technologies, such as calculators, virtual manipulatives, and mathematical games that support conceptual understanding. During classroom instruction, children should have access to various mathematical tools as well as paper, and determine which tools are the most appropriate to use. For example, while solving the task “There are 4 dogs in the park. If 3 more dogs show up, how many dogs are they?” Kindergarten children are expected to explain why they used specific mathematical tools.”

6. Attend to precision. Mathematically proficient children in Kindergarten are precise in their communication, calculations, and measurements. In all mathematical tasks, children in Kindergarten describe their actions and strategies clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring objects iteratively (repetitively), children check to make sure that there are no gaps or overlaps. During tasks involving number sense, children check their work to ensure the accuracy and reasonableness of solutions.

7. Look for and make use of structure. Mathematically proficient children in Kindergarten carefully look for patterns and structures in the number system and other areas of mathematics. While solving addition problems, children begin to recognize the commutative property, in that 1+4 = 5, and 4+1 = 5. While decomposing teen numbers, children realize that every number between 11 and 19, can be decomposed into 10 and some leftovers, such as 12 = 10+2, 13 = 10+3, etc. Further, Kindergarten children make use of structures of mathematical tasks when they begin to work with subtraction as missing addend problems, such as 5- 1 = __ can be written as 1+ __ = 5 and can be thought of as how much more do I need to add to 1 to get to 5?

8. Look for and express regularity in repeated reasoning. Mathematically proficient children in Kindergarten begin to look for regularity in problem structures when solving mathematical tasks. Likewise, children begin composing and decomposing numbers in different ways. For example, in the task “There are 8 crayons in the box. Some are red and some are blue. How many of each could there be?” Kindergarten children are expected to realize that the 8 crayons could include 4 of each color (4+4 = 8), 5 of one color and 3 of another (5+3 = 8), etc. For each solution, children repeated engage in the process of finding two numbers that can be joined to equal 8.


Learning Standards The New Jersey Student Learning Standards for Math establish guidelines for mathematical instruction. The standards present the essentials of what children need to know and do by the end of their kindergarten year. The standards are divided into five domains: counting and cardinality, operations and algebraic thinking, number and operations in base ten, measurement and data, and geometry. The Red Bank Kindergarten Curriculum supports the integration of these five domains. The Math standards are aligned with each math unit of instruction. The skills included in the standards develop throughout the school year and are outlined in the math scope and sequence by unit. The specific standards in focus for each cycle are located on the math units of instruction. Math Unit Goals

1. Counting and Cardinality - Students will know number names and the count sequence, count to tell the number of objects, and compare numbers 0-10.

2. Operations and Algebraic Thinking – Students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

3. Number and Operations in Base Ten - Students will work with numbers 11-19 to gain foundations for place value. 4. Geometry - Students will identify, describe, analyze, compare, create, and compose shapes. 5. Measurement & Data – Students will describe and compare measurable attributes, classify objects, and count the number of objects in each

category. 6. *Digging Deeper – Students will build on the content learned in units 1 through 5 to gain a deeper understanding.

*This unit will only be taught when unit goals 1 – 5 have been completed successfully. The math scope and sequence provides a flexible timeline for the math units of instruction. Teachers may move through the units at a different pace depending on student’s mastery of the content. Specific goals for each cycle within the five units are outlined in the math units of instruction. GO Math Integration Red Bank is using the GO Math program for grades K-3. The kindergarten curriculum guide has embedded components of GO Math into the units of instruction. The GO Math strategies are incorporated in the units of instruction and include: make a model, matching, draw a picture, addition, subtraction, and use logical reasoning. The resources listed in the mini-lesson portion of the math units of instruction are a starting point for instruction; not a mandate limiting instructional materials. The mini-lesson section reflects where lessons for particular standards are located in the GO Math program as well as other supplemental materials. The change from program-driven to standards-based instruction is an important shift in the teaching paradigm. Professional teacher judgment based on student data and classroom composition is a vital component for building resources beyond the program to meet the needs of all children.


Math Standards Scope and Sequence

UNIT 1: Counting and Cardinality (Cycles 3-10)

Mathematical Practices

SMP 1: Make sense of problems and persevere in solving them. SMP 2: Reason abstractly and quantitatively. SMP 3: Construct viable arguments and critique the reasoning of others. SMP 4: Model with mathematics. SMP 5: Use appropriate tools strategically. SMP 6: Attend to precision. SMP 7: Look for and make use of structure. SMP 8: Look for and express regularity in repeated reasoning.

Clusters Focus Standards

Know number names and the

count sequence.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell

the number of

objects.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Compare numbers.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

Understand addition, and understand subtraction.

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.


UNIT 2: Operations and Algebraic Thinking (Cycles 11-17)



K.OA.A.1 Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.5 Demonstrate fluency for addition and subtraction within 5.

Clusters Review Standards


K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

UNIT 3: Number and Operations in Base Ten (Cycles 18-21)


Work with numbers 11-19

to gain foundations for

place value.

K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.


count sequence.

K.CC.A.1 Count to 100 by ones and by tens.



count sequence.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell the number of

objects.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.

K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.


Compare numbers.


UNIT 4: Geometry (Cycles 22-25)


Identify and describe shapes.

K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2 Correctly name shapes regardless of their orientations or overall size. K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Analyze, compare,

create, and compose shapes.

K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.B.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"



count sequence.


UNIT 5: Measurement and Data (Cycles 26-27)


Describe and compare

measurable attributes.

K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Classify objects and count the

number of objects in each

category.

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.


Compare numbers.

K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.


UNIT 6: Digging Deeper (Cycles 28-30)

Review Mathematical Practices

SMP 1: Make sense of problems and persevere in solving them. SMP 2: Reason abstractly and quantitatively. SMP 3: Construct viable arguments and critique the reasoning of others. SMP 4: Model with mathematics. SMP 5: Use appropriate tools strategically. SMP 6: Attend to precision. SMP 7: Look for and make use of structure. SMP 8: Look for and express regularity in repeated reasoning.



count sequence.



K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.


Math Block Overview A rich mathematical curriculum provides opportunities for children to learn in both whole group and small group settings. Implementation of the math units of instruction reflects a balance among teacher-guided, small-group, and independent activities. To ensure that all children develop an understanding of The Standards for Mathematical Practice (SMP) and achieve the content standards, the kindergarten environment, instructional materials, and teaching strategies should be adapted to meet the needs of individual children. Mathematical instruction in kindergarten is based on building student understanding of math concepts and laying the foundation for the development of future higher-level math skills. The needs and abilities of kindergarten learners are diverse and teachers must use varied approaches to support each child’s learning and development.

Project Based Learning Math projects are a great opportunity for children to showcase the skills they've learned. Projects offer children an opportunity to show their understanding of a concept or skill in a different way. These projects can become meaningful classroom displays and allow for another form of assessment. Tier 1: Whole Group Instruction Whole group instruction provides the teacher with opportunities to introduce concepts that are relevant to all of the children. Children should be provided with directed and focused opportunities to experience mathematical concepts through a variety of instructional methods. Children should play with and discover math, while being guided to understand specific, standards-based content. High Quality Math Lessons Include:

Manipulatives Hands-on Experiences Vocabulary/Mathematical Language Music/Chants/Poems Cooperative Learning Math Literature Problem Solving

Tier 2: Small Group Instruction Small group time provides opportunities for teachers to work with groups of 4-6 children on targeted areas of need, practice, or extension. Small group instruction incorporates meaningful and independent math-based activities for children to engage in while the teacher works with small groups. Children should engage in a variety of activities to practice and reinforce the math skills and concepts taught during instruction. Children need to be provided with opportunities to independently experiment with, practice, and show mastery of math content. It is important that the independent practice activities are high-quality, diverse, and connected to the learning goals. Manipulatives are essential


for all kindergarten math instruction (SMP 4). The centers of tier 2 are organized in such a way that children will have repeated exposure for depth of understanding over time in all the common core math domains and are able to develop an understanding of the SMPs.

Guided Math Instruction The teacher conducts math small group instruction in the center that is aligned with the content focus. The teacher floats among centers as content focus changes. Teachers differentiate instruction within the center based on group needs. Small Group Instruction Guidelines:

The goal of the teacher led center is to foster the SMP, with emphasis placed on SMP 3, construct viable arguments and critique the reasoning of others.

Small, flexible groups of children grouped heterogeneously meet for math activity led by the teacher. Teacher pushes into the center of focus to provide instruction. Teacher provides supplemental instruction of skills and strategies that were taught during whole group instruction. Supplemental

instruction could take the form of enrichment or intervention. Use anecdotal notes to support instruction.

Phases 1 and 2: Centers Centers offer teachers the opportunity to work with small groups of children on targeted math skills and the standards for mathematical practice. The primary focus of tier 2 of the math block is guided math instruction; not facilitating the activities in the rest of the centers. Centers give children the opportunity to make their own choices, assimilate new concepts, and use a variety of skills through interactions with peers, and materials, in an integrated, coordinated context. The centers are structured into two phases to align with the developmental needs of kindergarteners. During phase 1, an emphasis is placed on hands-on learning (paper and pencil activities are not appropriate at this time in the kindergarten year). In phase 2, activities transition to be more academic in order to prepare children for the format of first grade learning. It is essential that the activities planned throughout the year are within the children’s independent level. Kindergarten children thrive when they can work independently and cooperatively with a small group of peers. Centers offer children a powerful opportunity to develop independence, risk-taking, perseverance, initiative, creativity, reasoning, and problem solving.



Math Block Instructional Plan

(Cycles 1-30)

Tier 1: Teacher conducts mini-lesson on the focus skill. Children engage in discussion to develop and apply math skills.

Cycles Focus Skills Cycles Focus Skills

1-2 Introduction to Kindergarten Math: Number Sense and Patterning

18-19 Numbers and Operations in Base Ten: Numbers 11-19

3-4 Counting and Cardinality: Numbers 0-5 20-21 Numbers and Operations in Base Ten: Tens and Ones

5-6 Counting and Cardinality: Compare Numbers to 5 22-23 Geometry: Two-Dimensional Shapes

7-8 Counting and Cardinality: Numbers 6-9 24-25 Geometry: Three-Dimensional Shapes

9-10 Counting and Cardinality: Compare Numbers to 10 26 Measurement and Data: Measurement

11-14 Operations and Algebraic Thinking: Addition 27 Measurement and Data: Analyzing and Interpreting Data

15-17 Operations and Algebraic Thinking: Subtraction 28-30 Digging Deeper

Tier 2: Teacher conducts guided math instructional groups. Children work cooperatively in centers on academic tasks.

Day Guided Math Instruction Centers

A Math Project

B-E

The teacher conducts guided math groups while children are independently engaged in their centers. The teacher conducts math small group instruction in the center that is aligned with the content focus. Teacher floats among centers as content focus changes. Teacher will differentiate instruction within the center based on group needs.

The children go to two centers per day. ▪ Counting and Cardinality ▪ Operations and Algebraic Thinking ▪ Measurement and Data ▪ Geometry ▪ Number Writing & Representation ▪ GO Math ▪ Technology ▪ Number and Operations in Base Ten

F

There is no math instructional block due to PLC. During the free choice block, children engage in choice play while the teacher conductions Tier 3 interventions. Tier 3: Teacher meets with children individually or in small groups to conduct Tier 3 interventions. This time is also used for assessments when needed.


Interpreting the Math Units of Instruction

Unit: refers to Common Core domain in focus

Unit Goal: refers to the unit goals outlined in the Math overview

Cycle: refers to specific cycle number(s) and topic

Cycle Goal(s): refers to specific goal(s) within the unit goal

Standards for Mathematical Practice (SMP)

refers to the specific Standards for Mathematical Practice for Kindergarten that will be covered within the cycle

Focus Standards

refers to the specific NJSLS Math for Kindergarten that will be covered within the cycle








Mini-Lesson(s) Targeted Language Literature

These are mini-lessons that explicitly support the SMP and the math focus standards for the cycle. GM: Lessons from Go Math TSCM: Activities from Teaching Student- Centered Mathematics Google Drive: Shared Materials: online collection of shared materials amongst the grade level

These are vocabulary words related to the content objectives that are explicitly taught.

GM: These are books that are recommended to support the content instruction from Go Math. Google Drive: Math Literature: online list of math

literature aligned to the content instruction.

http://www.corestandards.org/Math/Practice/

http://www.state.nj.us/education/cccs/2016/math/standards.pdf

https://drive.google.com/a/rbb.k12.nj.us/folderview?id=0B55lfl04IbmBflVtcUkwb19fUGlweWZhangyUnpucVpCSHV2SzVkU25iNzd5a25objZfRmM&usp=sharing

https://docs.google.com/a/rbb.k12.nj.us/document/d/15qsHmUMZfwyqaIy5t-3sJL9K5hYgrIjusgM-U9KwVCk/edit?usp=sharing


Math Units of Instruction

Introduction to Kindergarten Math

Goal: Students will explore kindergarten math manipulatives and their purpose.

Cycle 1: Number Sense

Cycle Goal(s): Students will develop an understanding of the relationship between numbers and quantities.


SMPs begin being introduced in cycle 3.

Focus Standards

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.


Students will… Develop an understanding of math

manipulatives and tools and their purpose for counting.

Orally count to 10 with manipulatives, their fingers, and a number line.

Apply one-to-one correspondence when counting objects.

Why do we count? How do we count? How can you use a tool to help you count? How can we accurately count?

Everything can be counted.

Numbers connect to a quantity.


GM: N/A TSCM: 8.1, 8.3, 8.4 Google Drive: Shared Materials

New: math, counting, counters, objects, number line

GM: N/A

Google Drive: Math Literature




Introduction to Kindergarten Math

Goal: Students will explore kindergarten math manipulatives and their purpose.

Cycle 2: Patterning

Cycle Goal(s): Students will generate and analyze patterns.


SMPs begin being introduced in cycle 3.

Focus Standards

Review counting standards from cycle 1: K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.


Students will… Identify, extend, and create patterns of

sounds, physical movement, and concrete objects.

Use patterns to predict what comes next.

How can you identify a pattern? How can you extend a pattern? How can you create a pattern? How can you describe a pattern?

Patterns can be found in many different forms. Patterns are predictable and repetitive.


GM: N/A TSCM: 13.14, 13.15, 13.16, 13.17 Google Drive: Shared Materials

New: pattern, color, shape, size Review: math, counting, counters, objects

GM: Pattern Play, Let’s Go to a Show, Monday

Morning





Unit: Counting and Cardinality

Unit Goal: Students will know number names and the count sequence, count to tell the number of objects, and compare numbers 0-10.

Cycle 3: Numbers 1-4

Cycle Goal(s): Students will show, count, and write numbers 1-4.


SMP 4: Model with mathematics.

Focus Standards

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.


Students will… Model and count 1 and 2 with objects. Represent 1 and 2 objects with number names

and written numerals. Model 3 and 4 with objects. Represent 3 and 4 objects with number names

and written numerals.

How can you show and count 1-4 with objects? How can you count and write 1-4 with words

and numbers?

Numerals represent numbers and have many uses.

Number names help us identify the amount of objects in a set or group.

The last number counted in a sequence represents the number of objects in a set.

Forming numbers correctly is useful in representing the quantity counted.


GM: 1.1-1.4 TSCM: 8.2, 8.5, 8.6 Google Drive: Shared Materials

New: one, two, three, four, match, five frame GM: Pancakes for All










SMP 5: Use appropriate tools strategically.

Focus Standards

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger.


Students will… Model and count up to 5 with objects. Represent up to 5 objects with a number name

and written numeral. Use objects or drawings to decompose 5 into

pairs in more than one way. Know that each successive number refers to a

quantity that is one larger. Solve problems by using the strategy make a

model. Represent 0 objects with a number name and

written numeral.

How can you show and count up to 5 objects? How can you count and write up to 5 with

words and numbers? How can you use two sets of objects to show 5

in more than one way? How do you know that the order of numbers is

the same as a set of objects that is one larger? How can you solve problems using the strategy

make a model? How can you identify and write 0 with words

and numbers?







New: five, zero, pairs, and, larger, fewer, more Review: one, two, three, four

GM: The Red Caboose







Cycle 5: Comparing Sets 0-5

Cycle Goal(s): Students will compare sets within 0-5.


SMP 1: Make sense of problems and persevere in solving them.

Focus Standards



Students will… Use matching and counting strategies to

compare sets with the same number of objects.

Use matching and counting strategies to compare sets when the number of objects in one set is greater than the number of objects in the other set.

Use matching and counting strategies to compare sets when the number of objects in one set is less than the number of objects in the other set.

How can you use matching and counting to compare sets with the same number of objects?

How can you compare sets when the number of objects in one set is greater or less than the number of objects in the other set?

Why should we compare numbers? How are groups of objects the same or

different?

Number names tell us how many objects are in groups and allow us to count in order and compare groups of objects.

By counting and comparing quantities we can determine which is more, less or equal to.


GM: 2.1-2.3 TSCM: 8.7, 8.8 Google Drive: Shared Materials

New: same number, compare, less, greater Review: match, more, fewer

GM: Mabel’s Place







Cycle 6: Comparing Sets 0-5 (continued)

Cycle Goal(s): Students will compare sets within 0-5.


SMP 2: Reason abstractly and quantitatively.

Focus Standards



Students will…

Make a model to solve problems using a matching strategy.

Use a counting strategy to compare sets of objects.

How can you make a model to solve problems using a matching strategy?

How can you use a counting strategy to compare sets of numbers?


By counting and comparing quantities we can determine which is more, less or equal to.



Review: match, same number, greater, less, more, fewer, compare, one, two, three, four, five

GM: Mabel’s Place










SMP 3: Construct viable arguments and critique the reasoning of others.

Focus Standards

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.


Students will… Model and count 6 and 7 with objects. Represent up to 7 objects with a number name

and written numeral.

How can you show and count 6 or 7 objects? How can you count and write up to 7 with a

number name and a written numeral?







New: six, seven, ten frame Review: match

GM: Mabel’s Place










SMP 7: Look for and make use of structure.

Focus Standards

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.


Students will… Model and count 8 and 9 with objects. Represent up to 9 objects with a number name

and a written numeral.

Solve problems using the strategy draw a picture.

How can you show and count 8 or 9 objects?

How can you count and write up to 9 with words and numbers?

How can you solve problems using the strategy draw a picture?







New: eight, nine Review: match

GM: A Nutty Story








Cycle Goal(s): Students will show, count, and write numbers to 10.


SMP 8: Look for and express regularity in repeated reasoning.

Focus Standards

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.


Students will… Model and count 10 with objects. Represent up to 10 objects with a number

name and a written numeral. Use a drawing to make 10 from a given

number. Count forward to 10 from a given number.

How can you show and count 10 objects? How can you count and write up to 10 with

words and numbers?

How can you use a drawing to make 10 from a given number?

How can you count forward to 10 from a given number?







New: ten Review: match, and, pairs, one, two, three, four, five, six, seven, eight, nine, ten

GM: I Know Numbers







Cycle 10: Comparing Numbers 0-10

Cycle Goal(s): Students will compare numbers to 10.


SMP 6: Attend to precision.

Focus Standards



Students will… Solve problems by using the strategy make a

model. Use counting strategies to compare sets of

objects.

Compare two numbers between 1 and 10.

How can you solve problems by using the strategy make a model?

How can you use counting strategies to compare sets of objects?

How can you compare two numbers between 1 and 10?







Review: compare, greater, less, match, one, two, three, four, five, six, seven, eight, nine, ten

GM: Raccoon’s Playtime





Unit: Operations and Algebraic Thinking

Unit Goal: Students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Cycle 11: Introduction to Addition

Cycle Goal(s): Students will create addition events with objects (or make drawings) to represent a sum (putting together) up to 10.



Focus Standards

K.OA.A.1 Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.


Students will…

Use expressions to represent addition within 5. Solve problems by using the strategy act it out.

How can you show addition as adding to and putting together?

How can you solve problems using the strategy act it out?

Adding is putting groups together and making more.

The ability to solve problems is the heart of mathematics.



New: add, plus, equal GM: Pancakes for All







Cycle 12: Addition Sentences

Cycle Goal(s): Students will solve addition problems and record the equation.



Focus Standards

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.OA.A.5 Demonstrate fluency for addition and subtraction within 5.


Students will… Use objects and drawings to solve addition

word problems within 5. Solve addition word problems within 5 and

record the equation.

Use a drawing to find 10 from a given number and record the equation.

Solve addition word problems within 10 and record the equation.

How can you use objects and drawings to solve addition word problems?

How can you use a drawing to find the number that makes 10 from a given number?

How can you solve addition word problems and complete the addition sentence?




GM: 5.4-5.7 TSCM: 9.3, 10.3, 10.5, 10.6 Google Drive: Shared Materials

Review: add, plus, equal GM: Flowers for Flossie







Cycle 13: Number Pairs to 7

Cycle Goal(s): Students will decompose numbers within 7 into pairs of numbers in more than one way and record with a drawings or equations.



Focus Standards

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).


Students will…

Decompose numbers within 5 into pairs in more than one way and record each decomposition with an equation.

Decompose 6 and 7 into pairs in more than one way and record each decomposition with an equation.

How can you model and write addition sentences for number pairs for sums to 5?

How can you model and write addition sentences for number pairs for each sum of 6 and 7?

Numbers can be taken apart and recombined in a variety of ways for finding sums.



New: sum Review: add, plus, equal, one, two, three, four, five, six, seven, pair

GM: Pancakes for All







Cycle 14: Number Pairs to 10

Cycle Goal(s): Students will decompose numbers within 10 into pairs of numbers in more than one way and record with a drawings or equations.



Focus Standards

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).


Students will…

Decompose numbers within 10 into pairs in more than one way and record each decomposition with an equation.

How can you model and write addition sentences for number pairs for each sum of 8, 9, and 10?

Numbers can be taken apart and recombined in a variety of ways for finding sums.



Review: sum, add, plus, equal, one, two, three, four, five, six, seven, eight, nine, ten, pair

GM: Flowers for Flossie







Cycle 15: Introduction to Subtraction

Cycle Goal(s): Students will create subtraction events with objects (or make drawings) to represent a difference (taking from) up to 10.



Focus Standards



Students will…

Use expressions to represent subtraction. Solve problems by using the strategy act it out.

How can you show subtraction as taking from? How can you show subtraction as taking

apart? How can you solve problems using the strategy

act it out?

Subtracting is taking groups apart and making less.




New: subtract, minus Review: equals

GM: Numbers at the Lake







Cycle 16: Subtraction Sentences

Cycle Goal(s): Students will solve subtraction problems and record the equation.



Focus Standards

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.5 Demonstrate fluency for addition and subtraction within 5.


Students will…

Use objects and drawings to solve subtraction word problems within 5.

Solve subtraction word problems within 5 and record the equation.

Use objects and drawings to solve subtraction word problems within 10.

Solve subtraction word problems within 10 and record the equation.

How can you use objects and drawings to solve subtraction word problems?

How can you solve subtraction word problems and complete the equation?





Review: equals, subtract, minus GM: Under the Umbrellas







Cycle 17: Connecting Addition and Subtraction

Cycle Goal(s): Students will use objects or drawings to represent and solve related addition and subtraction word problems within 10.



Focus Standards

K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.


Students will…

Understand addition as putting together or adding to and subtraction as taking apart or taking from to solve word problems.

Gain an understanding that related facts have the same numbers but in a different order.

Use objects and drawings to solve related facts within 10.

How can you solve word problems using addition and subtraction?

How can number sentences be related?


The operations of addition and subtraction are closely related.


GM: 6.7 TSCM: 8.17, 8.18, 8.19, 9.4 Google Drive: Shared Materials

New: difference, related Review: equals, subtract, minus

GM: Under the Umbrellas





Unit: Numbers and Operations in Base Ten

Unit Goal: Students will work with numbers 11-19 to gain foundations for place value.


Cycle Goal(s): Students will compose and decompose numbers from 11-14 into a group of ten and ones.



Focus Standards

K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.


Students will… Use objects to decompose the numbers 11 and

12 into ten ones and some further ones. Represent 11 and 12 objects with number

names and written numerals.

Use objects to decompose the numbers 13 and 14 into ten ones and some further ones.

Represent 13 and 14 objects with number names and written numerals.

Record compositions and decompositions through a drawing or equation.

How can you use objects to show 11 and 12 as ten ones and some more ones?

How can you count and write 11 and 12 with words and numbers?



How can you organize a set of objects so they are easy to count and combine?

We can break numbers apart by groups of tens and ones to help us understand larger numbers.

Knowing the value of numbers in each place will help us add and subtract.

Using groups to count and combine is more efficient than counting by ones.

The place value of teen numbers is made up of one group of ten and some number of ones.



New: eleven, twelve, thirteen, fourteen, ones, tens, counting on Review: ten, ten frame

GM: Stop the Picnic!








Cycle Goal(s): Students will compose and decompose numbers from 15-17 into a group of ten and ones.



Focus Standards

K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.CC.A.1 Count to 100 by ones and by tens.


Students will… Use objects to decompose the number 15 into

ten ones and some further ones and represent 15 with a number name and written numeral.

Use objects to decompose the numbers 16 and 17 into ten ones and some further ones.

Represent 16 and 17 objects with number names and written numerals.

Solve problems by using the strategy draw a picture.

Record compositions and decompositions through a drawing or equation.

How can you use objects to show 15 as ten ones and some more ones and show 15 as a number?



How can count and write 16 and 17 with words and numbers?

How can you organize a set of objects so they are easy to count and combine?


Knowing the value of numbers in each place will help us add and subtract.





New: fifteen, sixteen, seventeen Review: ones, tens, counting on

GM: Summertime Math








Cycle Goal(s): Students will show, count, and write numbers to 20.



Focus Standards

K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.


Students will…

Review composing and decomposing teen numbers with 18 and 19.

Model and count 20 with objects. Represent up to 20 objects with a number

name and a written numeral. Count forward to twenty from a given number. Solve problems by using the strategy make a

model.



How can you show and count 20 objects? How can you count and write up to 20 with

words and numbers? How can you count forward to 20 from a given

number? How can you solve problems using the strategy

make a model?






New: twenty Review: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, compare

GM: Where’s the Party?







Cycle 21: Counting by Ones and Tens

Cycle Goal(s): Students will count by ones and tens to 100.



Focus Standards

K.CC.A.1 Count to 100 by ones and by tens. K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).


Students will… Know the count sequence when counting to

100 by ones. Know the count sequence when counting to

100 by tens.

Use sets of tens to count to 100. Count forward from a given number.

How does the order of numbers help you to count to a given number by ones?

How can you count to 100 by tens on a hundreds chart?

How can you use sets of tens to count to 100?


Patterns of numbers help when counting. There are different ways to count (by ones,

tens).


GM: 8.5-8.8 TSCM: 8.24, 8.25, 11.1, 11.13, 11.14 Google Drive: Shared Materials

New: fifty, one hundred Review: ones, tens

GM: Counting at the Market





Unit: Geometry

Unit Goal: Students will identify, describe, analyze, compare, create, and compose shapes.

Cycle 22: 2D Shapes

Cycle Goal(s): Students will identify, name, and describe two-dimensional shapes (circles, squares, triangles).



Focus Standards

K.G.A.2 Correctly name shapes regardless of their orientations or overall size. K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).


Students will… Identify and name two-dimensional shapes

(circles, squares, triangles). Describe attributes of circles, squares, and

triangles.

How can you identify and name circles?

How can you describe circles? How can you identify and name squares? How can you describe squares? How can you identify and name triangles? How can you describe triangles?

Shapes are everywhere in our environment.

All objects have a shape with a specific name. Shapes have different attributes.


GM: 9.1-9.6 TSCM: 16.1-16.12 Google Drive: Shared Materials

New: two-dimensional shapes, circle, curve, corners, sides, square, sides of equal length, vertex, vertices, triangle

GM: And the Wheels Go Round





Unit: Geometry


Cycle 23: 2D Shapes (continued)

Cycle Goal(s): Students will identify, name, and describe two-dimensional shapes (rectangles, hexagons). Students will compare shapes by attributes and compose simple shapes to form larger shapes.



Focus Standards

K.G.A.2 Correctly name shapes regardless of their orientations or overall size. K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.G.B.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"


Students will… Identify and name two-dimensional shapes

(rectangles, hexagons). Describe attributes of rectangles and

hexagons.

Use the words alike and different to compare two-dimensional shapes by attributes.

Solve problems by using the strategy draw a picture to compose simple shapes to form larger shapes.

How can you identify and name rectangles? How can you describe rectangles? How can you identify and name hexagons? How can you describe hexagons?

How can you use the words alike and different to compare two-dimensional shapes?


Shapes are everywhere in our environment. All objects have a shape with a specific name. Complex objects are made up of many simple

shapes.

Shapes have different attributes.



New: rectangle, hexagon, alike, different Review: two-dimensional shapes, corners, sides, square, sides of equal length, vertex, vertices

GM: I Know Shapes, Hippo and Fox Sort Socks





Unit: Geometry


Cycle 24: 3D Shapes

Cycle Goal(s): Students will identify, name, and describe three-dimensional shapes (spheres, cubes, cylinders, cones).



Focus Standards

K.G.A.2 Correctly name shapes regardless of their orientations or overall size. K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).


Students will… Analyze and compare three-dimensional

shapes by attributes. Identify, name, and describe three-

dimensional shapes (spheres, cubes, cylinders, cones).

How can you show which shapes stack, roll, or slide?

How can you identify, name, and describe spheres, cubes, cylinders, and cones?

Shapes are everywhere in our environment.

All objects have a shape with a specific name. Shapes have different attributes.



New: three-dimensional shapes, flat surface, curved surface, roll, stack, slide, sphere, cube, cylinder, cone

GM: I Know Big and Small, Curious George Goes

to a Toy Store





Unit: Geometry


Cycle 25: 3D Shapes (continued)

Cycle Goal(s): Students will model and compare two- and three-dimensional shapes. Students will describe the relative positions of objects using positional words.



Focus Standards

K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.


Students will… Solve problems using the strategy use logical

reasoning to compare two- and three-dimensional shapes.

Model two- and three-dimensional shapes by building and drawing.

Use positional words (above, below, beside, next to, in front of, behind) to describe shapes in the environment.

How can you solve problems using the strategy use logical reasoning?

How can you model shapes in the real world? How can you use positional words to describe

shapes in the environment?

Shapes are everywhere in our environment. All objects have a shape with a specific name. Shapes have different attributes. All objects have a position in space related to

one another.



New: flat, solid, above, below, beside, next to, in front of, behind Review: three-dimensional shapes, two-dimensional shapes

GM: Up, Up, To the Top





Unit: Measurement and Data

Unit Goal: Students will describe and compare measurable attributes, classify objects, and count the number of objects in each category.

Cycle 26: Measurement

Cycle Goal(s): Students will develop an understanding of how comparing objects can help you measure.


SMP 2: Reason abstractly and quantitatively.

Focus Standards

K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.


Students will… Directly compare the length of two objects. Directly compare the height of two objects. Solve problems using the strategy draw a

picture. Directly compare the weight of two objects.

Describe several measureable attributes of a single object.

How can you compare the lengths of two objects?

How can you compare the heights of two objects?


How can you compare the weights of two objects?

How can you describe several measureable attributes of a single object?

Measurement can be described using words and numbers.

By measuring, you can identify the height, length, or weight of an object.

Objects need to be matched up in order to accurately compare them.

The size of an object does not always tell you its weight; for example, larger does not always mean heavier.



New: longer, same length, shorter, same height, taller, heavier, lighter, same weight

GM: Who Am I?, Shortest and Longest Where I

Live, Curious George and the Mystery Boxes





Unit: Measurement and Data

Unit Goal: Students will describe and compare measurable attributes, classify objects, and count the number of objects in each category.

Cycle 27: Classify and Sort Data

Cycle Goal(s): Students will classify data to make and read graphs.


SMP 6: Attend to precision.

Focus Standards

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.


Students will… Classify and count objects by color, shape, and

size.

Make a graph to count objects that have been classified into categories.

Read a graph to count objects that have been classified into categories.

How can you classify and count objects by color, shape, size?

How can you make a graph to count objects that have been classified into categories?

How can you read a graph to count objects that have been classified into categories?

Information can be sorted, organized and described to answer questions.

Information can be represented and presented in different ways.

A graph is a way to show information in an organized, pictorial way.

We can describe and sort all objects by their attributes.


GM: 12.1-12.5 TSCM: 17.6 Google Drive: Shared Materials

New: category, classify, color, shape, size, big, small, graph

GM: Hippo and Fox Sort Socks, I Know Alike and

Different, I Know Big and Small, Shells! Shells!,





Unit: Digging Deeper

Unit Goal: Students will build on the content learned in units 1 through 5 to gain a deeper understanding.

Cycle 28: Addition

Cycle Goal(s): Students will deepen their understanding of addition.


Review SMP 1-8.

Focus Standards



Students will…

Use objects to add one and find the sum. Use pictures to add two and find the sum. Add facts to 10 on a ten frame.

Find the parts that make the whole. Model and write doubles facts. Identify equivalent addition expressions.

How can you use objects to add one? How can you add two? How can you use a ten frame to add?

How can you find the parts that make the whole?

How can you add two equal amounts? How do you know if two different addition

facts are equal?




GM: End-of-Year Resources 1-6 TSCM: 10.1, 10.2, 10.7, 10.8, 10.10 Google Drive: Shared Materials

New: part, whole Review: sum, equal

GM: N/A







Cycle 29: Subtraction

Cycle Goal(s): Students will deepen their understanding of subtraction.


Review SMP 1-8.

Focus Standards



Students will… Use objects to subtract one and find the

difference. Use pictures to subtract two and find the

difference. Subtract from 10 on a ten frame. Find the missing part that makes the whole in

subtraction. Identify equivalent addition and subtraction

expressions. Match objects in sets to compare quantities.

How can you use objects to subtract one? How can you subtract two? How can you use a ten frame to subtract? How can you find the missing part that makes

the whole? How do you know if two different subtraction

facts are equal?

How do you know if addition and subtraction facts are equal?

How can you compare sets of objects?



The operations of addition and subtraction are closely related.


GM: End-of-Year Resources 7-13 TSCM: 10.13 Google Drive: Shared Materials

Review: part, whole, difference, equal GM: N/A







Cycle 30: 20 and Beyond

Cycle Goal(s): Students will deepen their understanding of two-digit numbers.


Review SMP 1-8.

Focus Standards



Students will…

Use written and spoken numbers 20-50 to describe counters pictured in ten frames.

How can you read and write numbers 20-50? We can break numbers apart by groups of tens and ones to help us understand larger numbers.



GM: End-of-Year Resources 15-17 TSCM: 8.21, 11.1, 11.2 Google Drive: Shared Materials

Review: ten frame, counting on, counters GM: N/A





Homework

Kindergarten homework should reflect the skills taught in the classroom and the abilities of the children. Homework is intended to be independent practice at home. The homework packet will go home on Mondays to be returned on Fridays. At home reading printables will go home two times per week. The table below has guidelines for what the homework should include. Keep in mind that these guidelines are flexible based on children’s abilities.

Phase 1 (Cycles 1-15) Phase 2 (Cycles 16-30)

Homework Packet: Name Writing – first name Math (2) ELA (2) – alphabet/sounds

At Home Reading: RAZ Printable Books – alphabet/sound symbol

Homework Packet: Name Writing – first and last name Math (2) ELA (2) – sight words/word patterns

At Home Reading: RAZ Printable Books – decodable/high frequency


Assessments

Formative

Essential Questions Teacher Observation Developmental Writing Assessment Rigby PM benchmark (Winter/Spring)

Summative

K Math Assessment (Baseline/Fall/Winter/Spring) Math Unit Tests (6) K ELA Assessment (Baseline/Fall/Winter/Spring) Published Writing Samples (4) Writing Performance Tasks (Baseline/Fall/Winter/Spring) Standards Based Report Card (Fall/Winter/Spring)

ELA/Math Portfolio Contents

K Math Assessment K ELA Assessment Published Writing Samples Writing Performance Tasks Rigby PM benchmark (Winter/Spring)


References

Guiding Readers and Writers (Irene C. Fountas & Gay Su Pinnell) Teaching Student Centered Mathematics (Van de Walle) Developmentally Appropriate Practice: Focus on Kindergarteners (NAEYC) Understanding by Design (McTighe and Wiggins) www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf www.state.nj.us/education/ece/k/math.pdf www.learningunlimitedllc.com/2013/05/tiered-vocabulary/ www.state.nj.us/education/cccs/2014/ss/ www.k12.wa.us/SocialStudies/Outlines/UnitOutlinesKindergarten.pdf www.state.nj.us/education/modelcurriculum/ela/ku1.shtml https://mrswilson.wordpress.com/kindergarten-lesson-plans-for-writing-workshop/ www.colorincolorado.org/article/14340/ http://olc.region10.org/21/wp-content/uploads/2013/07/Essential-Question-and-Enduring-Understanding-Tutorial.pdf www.earlyliteracyinfo.org/documents/pdf/doc_122.pdf www.state.nj.us/education/modelcurriculum/math/ku1.pdf www.monet.k12.ca.us/documents%5Cmath%5Ck-6%5CCommon%20Core%20State%20Standards%5CCommon%20Core%20-

%20Math%5CCommon%20Core%20Math%20-%20Mathematical%20Practices%5CStandards%20for%20Mathematical%20Practice%20across%20grades.pdf

http://www.nj.gov/education/ece/guide/KindergartenGuidelines.pdf

http://www.state.nj.us/education/ece/k/math.pdf

http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

http://www.state.nj.us/education/cccs/2014/ss/

http://www.k12.wa.us/SocialStudies/Outlines/UnitOutlinesKindergarten.pdf

http://www.state.nj.us/education/modelcurriculum/ela/ku1.shtml

https://mrswilson.wordpress.com/kindergarten-lesson-plans-for-writing-workshop/

http://www.colorincolorado.org/article/14340/

http://olc.region10.org/21/wp-content/uploads/2013/07/Essential-Question-and-Enduring-Understanding-Tutorial.pdf

http://www.earlyliteracyinfo.org/documents/pdf/doc_122.pdf

http://www.state.nj.us/education/modelcurriculum/math/ku1.pdf

Documents

Kindergarten Curriculum - rbb.k12.nj.us · PDF fileThe Kindergarten Curriculum Guide outlines thematic units to engage children in the learning process with a variety of lessons and