KINDERGARTEN GRADE CURRICULUM MAPFirst Eight Weeks Second Eight Weeks Third Eight Weeks Fourth Eight Weeks

Theme: Growing and Changing

Theme: Winter Wonders Theme: Exploring with friends in the Neighborhood

Theme: Wonders of Nature

Unit 1: Fiction (realistic and fantasy)

Unit 1.2: Non Fiction, How to books

Unit 2.1: Realistic fiction, Non Fiction texts

Unit 2.2: Non Fiction, graphs, maps

Unit 3.1: Fiction: Plays, drama and reader's theatre

Unit 3.2: Non Fiction Maps and graphs

Unit 4:Fiction, Non Fiction and poetry

Character Change

Plant Growth Traditions Weather/Climate Friends Neighborhood Plants, Bugs and Fish

Reading Standards

tested RL.1,RL.5, RL.6, RL.7

Reading Standards tested RI.1, RI.4, RI.5,

RI.9

Reading Standards tested RI.2, RI.3 RI.6, RI.7, RI.8

Reading Standards

tested RL.2, RL.3, RL.4, RL.9

Reading Standards tested RL.1, RL.5,RL.6

RL.7

Reading Standards tested

RI.1, RI.4, RI.5, RI.9

Reading Standards

tested RL.2, RL.3, RL.4,

RL.9

Reading Standards

tested RI.6,RI.7,RI.8,RI.

9RL 10 Chester's Way Wemberly Worry,OwenLillian's Purple Plastic Purse

RL 10 Apples (GG) From Seed to Pumpkin; I am an Apple; A Tree is Plant; The Year at Maple Hill Farm

RL 10 Throw Your Tooth On the RoofInformational TextRead About Holidays - Rookie Readers M. Becker

RL 10 Weather Words by Gibbons Literary TextPebble Plus publishers - weather basics

RL 10 Frog and Toad are Friends, Frog and Toad TogetherWill I Have a Friend? Chrysanthemum , Can I Play Too? "A Circle of Friends" poem, "Hug O War" Shel Silverstein

RL 10 Neighborhood Walk (suburbs) Informational TextMe on the Map, Be My Neighbor, As the Crow Flys by Hartman, My Map Book

RL 10 Days with Frog and Toad The Carrot Seed, Grouch LadybugA Tree is Nice, One Morning in Maine

RL 10 Garden Helpers (digital), What It is Like to Be a FishFrom Tadpole to FrogInside an Ant Colony, "Two Tree frogs", "Little Black Bug" "Trees" by Coleridge

Reading Performance

Task

Reading Performance

Task:

Reading Performance

Task:

Reading Performance

Task:

Reading Performance Task:

Reading Performance Task:

Reading Performance

Task:

Reading Performance

Task:Reading Foundation skills

RF1abcd(13 letters), 2abcd, 3c (4words)

Reading Foundation skills 1d(26 letters)2d(initial),3a(1-9)3b(short)3c(9 words)

Reading Foundation skills 1d(40 letters)2d(final)2e3a(10-25)3b(long)3c(19

words)

Reading Foundation skills 1d(54 letters)2d(medial)2e,3a(all)3c(30+

words)3d 4

Writing Standards tested :Narrative W3, W5, W6, W7, W8

Writing Standards tested: Informative/Explanatory W2

Writing Standards tested:OpinionW1 Writing StandardsNarrativeW3

Informative W2

Opinion W1

Writing Performance Task: Writing Performance Task: Writing Performance Task: Writing Performance Task: W2

1-2 short research connections (may beshared research on a topic or theme connected to the unit) W7

1-2 short research connections (may beshared research on a topic or theme connected to the unit) W7

1-2 short research connections (may beshared research on a topic or theme connected to the unit) W7

1-2 short research connections (may beshared research on a topic or theme connected to the unit) W7

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Routine writing (summaries, writing-to-learn tasks, response to a short text or an open-ended question) W5, 6, 8

Language Standards tested L1bc,2a,5abc, L1a(13letters)

Language Standards tested L1a (26 letters)1e,2b

(period),2(capital),2c,5d

Language Standards tested L1a(40 letters),

L1f,2b(question),2(punctuation),2cd,4a,6

Language Standards tested L1a(54)2b(!),2(spelling-all),2cd,4b

Speaking/Listening Standards tested SL1ab

Speaking/Listening Standards tested SL2,3,5,6

Speaking/Listening Standards tested SL4

Speaking/Listening Standards tested

Speaking/Listening Task: Morning Meeting Speaking/Listening Task: Morning MeetingL3 Knowledge of Language < Skills addressed

throughout the year >SL1-6. Confirm understandingsParticipate in collaborative discussionsReport findings

Kindergarten

Unit 1Duration: First 20 Days

Summary:This unit introduces students to literary text that focuses on character traits, growth and change. Students will ask and answer questions about key details in texts, recognize common types of texts, name the author and illustrator and define their roles and engage in teacher led read alouds. Students will use a combination of drawing, dictating and/or writing to narrate a single event, tell about the event and provide a reaction about what occurred. Students will describe the relationship between illustrations and the story in which they appear. Students will engage in group discussions, share ideas and recall information, provide a reaction and narrate an event.

Students will print lowercase and uppercase letters and orally use common nouns and verbs. In addition, students will orally form regular plural nouns, sort common objects into categories and make connections between words and their use. Will recognize 13 uppercase and lowercase letters, will develop awareness of print concepts and phonological awareness

Skills and Concepts

Reading Text:LiteraryIdentify character traits

Ask and answer questions

Retell key details

Identify author and illustrator

Writing:Narrative/InformationalCompose (dictating/drawing) a narratives

Speaking/ListeningEngage in group discussion

Describe text and illustrations

Narrate an event

Recall information

Provide a reaction

Share ideas

LanguagePrint upper and lower case letters

Uses common nouns and verbs

Orally form regular plural nouns

Sort common objects

Make connections between words

Foundation SkillsLetter recognition upper and lowercaseAa to Zz

See Project Read scope & sequence

Print ConceptsFollow words Left to Right, Top to Bottom and page by page

Phonological AwarenessRecognize & produce rhyming

Texts:Chester's Way Wemberly Worry OwenLillian's Purple Plastic Purse

Focus Standards:

Reading LiteratureRL.1 With prompting and support, ask and answer questions about key details in a textRL.5 Recognize common types of texts (e.g., storybooks, poems)RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the storyRL.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 10 Actively engage in group reading activities with purpose and understanding.

Reading Non Fiction

Reading Foundation SkillsRF K.1 Demonstrate understanding of the organization and basic features of printRF K.1a Follow words from left to right, top to bottom, and page by page.RF K1.b Recognize that spoken words are represented in written language by specific sequences of letters.RF K.1c Understand that words are separated by spaces in print.RF K.1d Recognize and name all upper- and lowercase letters of the alphabet (13 letters).RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).RF K.2a Recognize and produce rhyming words.RF K2.b Count, pronounce, blend, and segment syllables in spoken words.RF K2.c Blend and segment onsets and rimes of single-syllable spoken words.RF K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)RF K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (4 words)

WritingNarrative 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, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language StandardsK.L.1a Print many upper- and lowercase letters.

K.L.1bUse frequently occurring nouns and verbs.K.L.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).K.L.2.a Capitalize the first word in a sentence and the pronoun IK.L.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.K.L.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).K.L.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

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

Unit 1.2Duration: 20 days

Summary:In this unit, students will be introduced to information texts and the difference between texts that tell stories and that give information. After exposure to informational texts, they will ask and answer questions about unknown words, identify parts of a text, and identify and compare similarities and differences between texts.

Students will continue to participate in shared research, recalling information from provided resources, to answer a question. Students will continue to participate in collaborative conversations, following agreed upon rules and continuing conversations for multiple exchanges. When completing writing tasks, students will begin to use the rules of capitalization and demonstrate an understanding of verbs and adjectives. Students will begin to demonstrate an understanding of the organization and features of print; demonstrate an understanding of spoken words, syllables, and sounds; and know and apply grade-level phonics and word analysis skills.

Skills and ConceptsReading Text:Informational Ask and answer

questions

Retells details

Ask and answer questions

Identify front and back cover and title page

Identify and compare similarities and differences

Writing:Informational Participate in

shared research

Speaking/Listening Participate in

conversations Follow agreed upon

rules Continue

conversation

Language Capitalize first

word in sentence and pronoun I

Demonstrate understanding of antonyms

(big/small)(yelling/whispering)

Foundation Skills Project Read scope and sequence Recognize that spoken words are

represented in print Understand that words in print

are separated by spaces Recognize 13 upper and lowercase

letters Count, blend, and segment

syllables Blend and segment onset and rime

in single syllable spoken words Isolate and pronounce initial,

medial vowel, and final sounds in CVC words

Read 4 common, high frequency words

Texts:Apples (GG) From Seed to PumpkinI am an AppleA Tree is PlantThe Year at Maple Hill Farm

Focus Standards:

Reading Literature

Reading Non FictionRI.1 With prompting and support, ask and answer questions about key details in a text.RI.4 With prompting and support, ask and answer questions about unknown words in a text.RI.5 Identify the front cover, back cover, and title page of a book.RI.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 10 Actively engage in group reading activities with purpose and understanding.

Reading Foundation SkillsRF K.1 Demonstrate understanding of the organization and basic features of printRF K.1a Follow words from left to right, top to bottom, and page by page.RF K1.b Recognize that spoken words are represented in written language by specific sequences of letters.RF K.1c Understand that words are separated by spaces in print.RF K.1d Recognize and name all upper- and lowercase letters of the alphabet (13 letters).RF K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).RF K.2a Recognize and produce rhyming words.RF K2.b Count, pronounce, blend, and segment syllables in spoken words.RF K2.c Blend and segment onsets and rimes of single-syllable spoken words.RF K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)RF K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (4 words)

WritingNarrative 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, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language StandardsK.L.1a Print many upper- and lowercase letters.K.L.1bUse frequently occurring nouns and verbs.K.L.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).K.L.2.a Capitalize the first word in a sentence and the pronoun IK.L.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.K.L.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).K.L.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

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

Unit 2.1Duration: 20 Days

Summary:This unit will introduce students to traditions as they relate to various cultures and families. With prompting and support students will identify the main topic, resell key details, and describe the connection between two individuals, events, ideas and pieces of information in a text, and describe the relationship between illustrations and the text in which they appear. Students will name the author and illustrator and define the role of each and presenting ideas and information in a text and with prompting and support will identify reasons an author gives to support points in a text.

Students will use a combination of drawing, dictating and/or writing to compose informative/explanatory text, naming what they are writing about and supplying some information about the topic. With adult support, students will participate in shared research and writing projects, recall information from experiences or gather information from provided sources to answer a question. With guidance from adults and collaboration with peers, will respond to questions and suggestions, adding details to strengthen writing. Students will explore a variety of digital tools with adult support and peer collaboration to produce and publish writing.

Students will ask and answer questions about key details to get information and request clarification to confirm understanding. Students will add drawings or visual displays to descriptions to provide detail and speak audibly, expressing thoughts, feelings and ideas clearly.

Students will print lowercase and uppercase letters, representing consonant and short vowel sounds. In addition, students will capitalize the first word in a sentence as well as the pronoun I and recognize and name end punctuation. Students will also orally use the most frequently occurring prepositions. With adult support, will distinguish variations of meaning among verbs that describe the same general action, by acting out the meanings.

Students will recognize and name all (26) upper and lowercase letters, isolate and pronounce the initial, medial and final vowel sounds in words with three phonemes. Students will also demonstrate one to one letter sound correspondence by producing the primary, or most common sounds for each consonant and will associate the long and short sounds with common spellings for the five major vowels. In addition, students will read common high frequency words.

Skills and Concepts

Reading Text:InformationalIdentify main topicRetell key detailsDescribe connections between two individual, events, ideas or pieces of informationDescribe relationship between illustrations andName, author, illustratorDefine roll of author illustratorIdentify reasons an author gives to support points in a text

Writing:Narrative/Opinion/InformationalDraw, dictate, and/or write to compose informative explanatory textName topic and supply information about topicParticipate in shared research and writing projectsRecall information from experiences/gather information from sources to answer questionsCollaborate with peers to respond to questions and suggestions, adding detailsExplore a variety of digital toolsWith peer collaboration, produce and publish writing

Speaking/ListeningAsk & answer questions about key details to get information & request clarification to confirm understandingAdd drawings, visual displays to descriptions to provide detailSpeak audibly, express thoughts, ideas feelings clearly

LanguagePrint upper/lowercase lettersRepresent consonant and short vowel soundsCapitalize first word in sentence and pronoun IRecognize and name end punctuationOrally use most frequent prepositionsDistinguish variations of meaning among verbs that describe the same general action by acting out meaning

Foundation SkillsRecognize & name all upper/lowercase lettersIsolate & pronounce the initial, medial & final vowels in words with 3 phonemesDemonstrate one to one letter sound correspondence by producing primary or most common sounds for each consonantAssociate the long and short vowel sounds with common spellings for 5 major vowelsRead common high frequency words

Texts:Throw Your Tooth On the RoofInformational TextRead About Holidays - Rookie Readers M. BeckerFocus Standards:

Reading LiteratureRL.2 With prompting and support, identify the main topic and retell key details of a textRL.3 With prompting and support, identify characters, settings, and major events in a story.,RL.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.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)., RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.RL 10 Actively engage in group reading activities with purpose and understanding.

Reading Non FictionRI.2 With prompting and support, retell familiar stories, including key details., RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.4 Ask and answer questions about unknown words in a text.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.RI 10 Actively engage in group reading activities with purpose and understanding.

Reading Foundation SkillsRF K.1d Recognize and name all upper- and lowercase letters of the alphabet (26 letters).RF K.2d Isolate and pronounce the initial sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)RF K.3 a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.(9)RF K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (9 words)

WritingInformative/Explanatory 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, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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

Language StandardsK.L.1a Print many upper- and lowercase letters. (26 letters)K.L.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).K.L.2b (period and capital ) Recognize and name end punctuation.K.L.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).L1-6 Study and apply grammar and vocabulary in speaking and writing

Speaking and ListeningSL.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 understoodSL.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.

Unit 2.2Duration: 20 Days

Summary:In Unit 2.2, students will continue to be exposed to narrative and informational texts and poetry. They will retell key details, identify characters, setting, and major events, and will compare and contrast the adventures and experiences of the characters. Students will use a combination of drawing, dictating, and writing to compose a piece of writing that narrates a single event or several loosely linked events.

After being exposed to texts, speaking audibly, students will ask and answer questions about key details and ask questions for clarification. They will ask and answer questions in order to seek assistance, information, or clarification. They will add drawings or visual displays to add details.

When completing writing tasks, students will continue to develop their use of the rules of grammar. They will continue to develop their use of capitalization, begin to use periods for ending punctuation, use prepositions, and will distinguish the difference between verbs describing the same action. (walk, stroll, strut, prance, etc..)

Students will recognize upper and lowercase letters, isolate and pronounce the initial sound in 3 phoneme words and demonstrate knowledge of consonant and 3 short vowel sounds, and reads high frequency words.

Skills and ConceptsReading Text:Literary Retell key details Identify

characters, setting, and major events

Ask and answer question about unknown words

Compare and contrast adventures/experiences of characters

Writing:Narrative Use a

combination of drawing, dictating, and writing to narrate a single event or loosely linked events

Speaking/Listening Regarding texts,

ask and answer questions about key details and asking for clarification

Ask and answer questions in order to seek help/information/or clarify

Add drawings or visual displays to provide additional details

Speaks audibly and express thoughts, feelings, and ideas

Language Print all uppercase

letters Capitalize the

pronoun I and the first letter of a sentence

Uses frequently occurring prepositions

Recognize and names periods

Writes letter(s) for most consonant and short vowel sounds

Distinguish difference between verbs describing same action

Foundation Skills Recognize 26/52

upper/lowercase letters

Isolate and pronounce the initial sound in a 3 phoneme word (CVC)

Demonstrate knowledge of 9 consonant sounds

Demonstrate knowledge of 3 short vowel sounds(a, o, i)

Read 9 high frequency words

Texts:Weather Words by Gibbons Literary TextPebble Plus publishers - weather basics

Focus Standards:

Reading LiteratureRL.2 With prompting and support, identify the main topic and retell key details of a textRL.3 With prompting and support, identify characters, settings, and major events in a story.,RL.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.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)., RL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.RL 10 Actively engage in group reading activities with purpose and understanding.

Reading Non FictionRI.2 With prompting and support, retell familiar stories, including key details., RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.4 Ask and answer questions about unknown words in a text.RI.8 With prompting and support, identify the reasons an author gives to support points in a text.RI 10 Actively engage in group reading activities with purpose and understanding.

Reading Foundation SkillsRF K.1d Recognize and name all upper- and lowercase letters of the alphabet (26 letters).RF K.2d Isolate and pronounce the initial sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)RF K.3 a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.(9)RF K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.RF K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (9 words)

WritingInformative/Explanatory 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,respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language StandardsK.L.1a Print many upper- and lowercase letters. (26 letters)K.L.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).K.L.2b (period and capital ) Recognize and name end punctuation.K.L.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).L1-6 Study and apply grammar and vocabulary in speaking and writing

Speaking and ListeningSL.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 understoodSL.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.

Unit 3.1

Duration: 20 DaysSummary:Skills and Concepts

TextsFrog and Toad are FriendsFrog and Toad TogetherWill I Have a Friend? Chrysanthemum Can I Play Too? "A Circle of Friends" poem"Hug O War" Shel Silverstein

Focus Standards

Reading LiteratureRL.1 With prompting and support, ask and answer questions about key details in a textRL.5 Recognize common types of texts (e.g., storybooks, poems)., RL.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.RL.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 10 Actively engage in group reading activities with purpose and understanding.

Reading Non Fiction

Reading Foundation SkillsRF K.1d Recognize and name all upper- and lowercase letters of the alphabet (40 letters).RF K.2d Isolate and pronounce the final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)RF K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.RF K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF K.3b Associate the long sounds with the common spellings (graphemes) for the five major vowels.RF K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (19 words)

WritingOpinion 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.5.With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language StandardsK.L.1a Print many upper- and lowercase letters. (40 letters)K.L.1f Produce and expand complete sentences in shared language activities.K.L.2b (question and punctuation ) Recognize and name end punctuation.K.L.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).K.L.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Speaking and ListeningSL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Unit 3.2

Duration: 20 DaysSummary:Skills and Concepts

TextsNeighborhood Walk (suburbs) Informational TextMe on the MapBe My NeighborAs the Crow Flys by HartmanMy Map Book

Focus Standards

Reading Literature

Reading Non FictionRI.1 With prompting and support, ask and answer questions about key details in a text.,RI.4 With prompting and support, ask and answer questions about unknown words in a text., RI.5 Identify the front cover, back cover, and title page of a book., RI.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 10 Actively engage in group reading activities with purpose and understanding.

Reading Foundation SkillsRF K.1d Recognize and name all upper- and lowercase letters of the alphabet (40 letters).RF K.2d Isolate and pronounce the final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)RF K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.RF K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.RF K.3b Associate the long sounds with the common spellings (graphemes) for the five major vowels.RF K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). (19 words)

WritingOpinion 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.5.With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language StandardsK.L.1a Print many upper- and lowercase letters. (40 letters)K.L.1f Produce and expand complete sentences in shared language activities.K.L.2b (question and punctuation ) Recognize and name end punctuation.K.L.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).K.L.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).K.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Speaking and ListeningSL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Unit 4Duration: 40 daysSummary:Skills and ConceptsTextsDays with Frog and Toad The Carrot SeedGrouch LadybugA Tree is NiceOne Morning in MaineGarden Helpers (digital)

What It is Like to Be a FishFrom Tadpole to FrogInside an Ant Colony"Two Tree frogs""Little Black Bug" "Trees" by Coleridge

Focus Standards

Reading LiteratureRL.2 With prompting and support, retell familiar stories, including key details.RL.3 With prompting and support, identify characters, settings, and major events in a story.RL.4 Ask and answer questions about unknown words in a textRL.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.RL 10 Actively engage in group reading activities with purpose and understanding.

Reading Non FictionRI.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.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.8 With prompting and support, identify the reasons an author gives to support points in a text.RI.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 10 Actively engage in group reading activities with purpose and understanding.

Reading Foundation SkillsRF K.1d Recognize and name all upper- and lowercase letters of the alphabet (54 letters).RF K.2d Isolate and pronounce the medial sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)RF K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.RF K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.RF K.4 Read emergent-reader texts with purpose and understanding.

WritingNarrative 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.W3Informative/Explanatory 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.Opinion 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.5.With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language StandardsK.L.1a Print many upper- and lowercase letters. (54 letters)K.L.2b (exclamation mark, all ) Recognize and name end punctuation.K.L.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).K.L.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.K.L.4.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.K.L.5.d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

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