college and career readiness anchor reading … · web viewwith prompting and support, describe the...

of 31July 2012

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details (Literature)

Level: Kindergarten

NOTE: Integrated Activities for the North Carolina Social Studies Essential Standards have been highlighted.Anchor

StandardsSpecific Grade

StandardInstructional

Strategies/ActivitiesThe Learner Will ….

Integrated Activity Bloom’s Level

Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Essential Questions

Can you tell me what happened in the story?

Can you ask a question about this story?

RL. 41. With prompting and support, ask and answer questions about key details in a text.

VocabularyAuthor, character, compare, setting, contrast, details.

Questions, who what, when, where, why, recall, problem, solution.

During a book reading ask Open ended questions, including the 5W’s Shared Reading, Choral

Echo reading Picture walls Prior knowledge

discussion leading to self connections

Read/re-read stories to students

Identify key details in pictures

Social Studies K.H. 1.1 All about Me project, birth

concurrent timeline Double bubble (post/present) Self-Portrait Individuals, similarities, differencesScience: Compare/contrast characteristics of animals using likes and differencesMath (5.02): Patterning, found in rhymes, such as Nursery Rhymes.

CreatingUnderstandingAnalyzing

Open Court Intro Look Out Kindergarten Here I Come, Unit 1 pgs. 4-25Boomer Goes to School pgs. 26-43I Brought A Worm pgs. 44-47Harcourt Week 1 pg. 88-139 Around the TableWeek 2 pg. 270-313 Getting to know you Week 3 pgs.383-389 I am Special Weeks1-3 pgs. 484-649 Silly Business week’s 1-3 pgs. 484-649

Teacher observations from interaction with students

Page 1 of 31July 2012

AnchorStandards

Specific Grade Standard

Instructional Strategies/Activities

The Learner Will ….



2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.

RL. 2With prompting and support, retell familiar stories, including key details.

Essential Questions Can you tell

me what happened in the beginning of the story?

What happened after that and end of story?

Use tree map to identify story elements and characters

Use flow map for sequential elements

K-W-L chart (Prior knowledge

Scheme chart (Predictions)

Retell familiar stories, including key details

Social Studies

All about Me project, birth concurrent timeline

Double bubble (post/present) Self-Portrait Individuals, similarities,

differencesScience: K.L.1 Compare/contrast characteristics of animals using likes and difference.

UnderstandingAnalyzing

Open Court Look Out Kindergarten Here I Come! Unit 1 pgs. 4-25Boomer Goes to School pgs. 26-43I Brought A Worm pgs. 44-47Harcourt Week 1 pg. 88-139 Around the TableWeek 2 pg. 270-313 Getting to know you Week 3 pgs.383-389 I am Special Weeks1-3 pgs. 484-649 Silly Business week’s 1-3 pgs. 484-649

Teacher observations from interaction with students

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Essential QuestionsWho was in the story?What is the setting?What is the main event in the story?

RL. 33. With prompting and support, identify characters, settings, and major events in a story.

VocabularySetting, event, story, type of text, key details, main ideas, beginning, middle and end.

After listening to read-alouds, students identify the 5 W’sStudents create character maps to describe characters in the storiesIdentify the main event in the story.

Social Studies K.E. 1.2Jobs help people meet their needs wants. Downtown bakery Supermarket poster Food sort Library visit and librarian’s job.

Science- K-P.-2 “Shadows”Students will learn the basic physical prospective of shadow and engage in discussion/ inquiry about Shadows

Analyzing Creating

Open Court Look Out Kindergarten Here I Come!Unit 1 pgs. 4-25Boomer Goes to School pgs. 26-43I Brought A Worm pgs. 44-47Harcourt Week 1 pg. 88-139 Around the TableWeek 2 pg. 270-313 Getting to know you Week 3 pgs.383-389 I am Special Weeks1-3 pgs. 484-649 Silly Business week’s 1-3 pgs. 484-649www.readinglady.com

Teacher observations Character maps


College and Career Readiness Anchor Standards for ReadingCraft and Structure- Literature

Level: Kindergarten

AnchorStandards




Integrated Activity

Bloom’s Level


4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone.VocabularyContext clues, unknown word

RL. 44. Ask and answer questions about unknown words in a text.

Essential QuestionWhat can you do when you see a word you do not know?

Tree map (thinking maps) Journal writing Drawings and illustrations

to clarify meanings of words.

Define word with short phrases or gestures.

Use context clues (pictures, beginning letters, phonics) to figure out unknown words.

Science K.L.1.1 – K.L. 1.2Animals alike and different

Social Studies. K.E.1, 2-Change over time- individuals are similar and different- Jobs, needs and wants

Understanding Open Courtpg. 4-19 Bear Shadows pg. 20-21HarcourtTheme 2 “I am Special” wk.1 pgs. 162-213 wk. 3 pgs. 270-313Theme 3 “Around the Table” wk.1 pgs. 338-388Theme 4, “Silly Business” wk. 1 pgs. 506-557

Teacher observation

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

VocabularyPoem, compare, contrast, literature, story, text

RL.55. Recognize common types of texts (e.g., storybooks, poems).

Essential QuestionsCan you tell me what kind of book this is? How do you know?

Identify common texts. Fiction (non-fiction) Picture supported Character books Poems Basic leveled readers Exposure to higher order

text

Science K.L.1Jobs including needs and wants

Social Studies. K.E.1, K.H.1Individuals are similar however different

AnalyzingUnderstandingApplying

Open CourtFinding Friends The Wind

HarcourtTheme 2 “I am Special”Wk. 3 pgs. 270-315Theme 3 Around the Table wk.3 pgs. 442-482Theme 4 “Silly Business” wk.3 pgs. 610-649Http://www.kbumreading.com/

Student use hand signals to indicate understanding


http://www.kbumreading.com/

AnchorStandards




Integrated Activity

Bloom’s Level


6. Assess how point of view or purpose shapes the content and style of a text.

Essential QuestionsWho is the author?What is his/her job?Who is the illustrator?What is his/her job?

RL.66. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

VocabularyIllustration, IllustratorPhoto/photographAuthorTitle PageNarratorCompare Identify

Provide opportunities throughout the day that call attention to and explain the role of author and illustrator of books and texts.

Define the role of author/illustrator

Text naming and defining the jobs of the author/illustrator.

Using read aloud, Shared readings, Library books Non fiction magazines

(Scholastic Weekly Readers).

Social Studies K.E.1 Individuals are similar however different.

Science K.E.1, K.H.1,K.C&G.1,K.C.1Jobs including needs and wants.

EvaluatingOpen CourtFinding FriendsThe WindHarcourtTheme 1 Getting to Know You week 1pgs. 20-82week 2pgs.88-137Theme 2 I am Special week 1 pgs. 162-313Around the Table week 1 pgs.338-389

Students will use journals to document learning


College and Career Readiness Anchor Standards for ReadingIntegration of knowledge and ideas- Literature

Level: Kindergarten

AnchorStandards






7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Vocabularypredictions, character, setting, events, photo.

RL. 77. 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).

Essential QuestionsLooking at a picture, can you tell what is happening with the story?How does the picture help you?

Take picture walks After reading, choose a

picture and tell what part of the story it depicts.

With prompting and support, describe the relationship between illustrations and the text. (e.g. What person, place & time or idea in the text an illustration depicts.)

Social Studies K.H. 1, K.C & G. 1, K.C. 1Community Helpers

Science K.H.1, K.L. 2Emphasize an importance of the medical profession, (i.e. A doctor’s job is to teach us to focus on our body: exercise,cleanliness, healthy food choices, rest and proper dental care).Art: Color, the color wheel, comparing/contrasting warm, cool, primary and secondary colors.

Evaluating Open CourtUnit 3 Ginger lessons 2-5 pgs. 4-23The Lonely Prince lessons 6-10, pgs. 24-53Making Friendslessons 11-15pgs. 54-55HarcourtTheme1Getting to Know You. Wk.2 pgs 85-139

Questions and students feedback

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL.K.88. (not applicable to literature)


9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL.99. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Essential QuestionsWhat is the same about 2 characters in the story?What is different?How did the character solve the problem in the story?

Use key vocabulary to provide an angle to support author’s purpose;

adding information cause/effect gathering

information informational text Tree Map Questioning Double Bubble Journal Writing Identify characters

and events. Compare/contrast

characters and experiences

Writing: Participate in shared research and writing projects, Also, explore a number of books by a favorite author and express opinions about them. Write about one of your favorite authors. Describe one of the booksshe/he has written and tell why you enjoy their books.

Social StudiesApply above behaviors to thematic related studies

Analyzing Applying

Open CourtGilberto and the Wind lessons 2-5pgs. 4-23What happens when the Wind blows? lessons 6-10 pgs. 24-25HarcourtTheme1Getting to Know You. Wk.2pgs 85-139Theme 2I Am Special wk. 1 pgs. 218-266Theme 3Around the Table wk. 1 pgs. 336-391Theme 4Silly Businesswk.2 pgs.561-606

Questions and students feedback

Sample of student author writing


College and Career Readiness Anchor Standards for ReadingRange of Reading and Level of Text Complexity- Informational

Level: Kindergarten

AnchorStandards


Instructional Strategies/ActivitiesThe Learner Will ….



10. Read and comprehend complex literary and informational texts independently and proficiently.

RL.1010. Actively engage in group reading activities with purpose and understanding.

VocabularyStory, listen, understanding, predictions, events, text, prose, poetry, rhythm, rhyme.

Use formal and informal, one-on-one, small and large groups.

Shared reading Posters with emphasis

on illustrations Choral reading Independent reading Readers Chair is used

for student sharing

WritingUse 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

ScienceInformative facts used give authentic allocations to active reading activities.

Social StudiesK.H.1, K.C. & G.1.,KC.1., K.C.1 Understand change over

time. Understand the roles of

a citizen. Understand how

individuals are similar/different.

Understanding Open CourtThe Wind lessons 11-15 pgs. 46-47

Choose a non fiction text scientifically based program

Teacher observation with individual conferencing

Benchmark assessments

3-D Progress monitoring of sight word checklist


College and Career Readiness Anchor Standards for ReadingKey Ideas and Details Structure (Informational)

Level: Kindergarten

AnchorStandards






1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.VocabularyTopic, main ideas, non-fiction

RI.11. With prompting and support, ask and answer questions about key details in a text.Essential QuestionsWrite, draw or ask your questions about an idea in the text.

Use the following strategies to support understanding: KWL Concepts/Question board Journal writing Cloze activities Summarizing Sequencing Distinguish between a

statement and a question

Non-fiction books, Science and Social Studies books can be utilized for locating details.

analyze/understanding

Classroom LibrariesOpen CourtTheme 5 Stick To ItTheme 6 Red White & BlueTheme 7TeamworkHarcourtEmbedded and accessible throughout all selections

Individual conferencing and K-2 assessment checks

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas.Essential QuestionsWhat is the main idea?Find one of the important ideas

RI.2With prompting and support, identify the main topic and retell key details of a text.

Have students identify main facts through: Puppets for retelling Acting out stories Journal writing Identify main idea and

topic. What is the title of text?

Social StudiesK.E.1 Understand basic economic concepts.ScienceK.P.2Understand how objects are described based on their physical properties and how they are used.

AnalyzeApplyingUnderstanding

Open CourtUnit 5The Great Big Enormous TurnipLessons 2-5 pgs. 4-17HarcourtEmbedded and accessible throughout all selections


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.VocabularyKey detail or events, wh-questions, connection, compare

RI.33. With prompting and support, connect between two individuals, events, ideas, or pieces of information in a text.Essential QuestionHow are characters alike or different?

Read to children and engage then in: Double bubble map activity Compare/Contrast map

activity Braced map Compare/contrast objects,

events or characters

Social StudiesK.E.1 Understand basic economic concepts.ScienceK.P.2Understand how objects are described based on their physical properties and how they are used.

AnalyzeApplyingUnderstanding

Open CourtUnit 5Tillie and the Wall lessons 6-10 pgs. 18-37Unit 8To Catch A Fish lessons 11-15 pgs. 38-39HarcourtEmbedded and accessible throughout all selections



College and Career Readiness Anchor Standards for ReadingCraft and Structure (Informational)

Level: Kindergarten

AnchorStandards






4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone.

RI.4 With prompting and support, ask and answer questions about unknown words in a text. Essential QuestionsWhat do you do when you see a word you do not know?VocabularyContext clues, phrase, glossary, pictures, define.

Define Vocabulary through: Circle maps Vocabulary study Synonyms Shared reading Shared writing Word awareness games,

(i.e. four block) Spot and dot strategies Context clues Glossary

ScienceK.P.2Informative facts used give authentic allocations to active reading activities.Social StudiesK.H.1,K.C&G.1,K.C.1Understand change over time. Understand the roles of a citizen. Understand how individuals are similar and different.

AnalyzeApplyUnderstand

Open CourtEmbedded and accessible throughout all selections.HarcourtTheme 1, wk. 2Getting to know You pgs.88-139Theme 2, wk. 1I Am Specialpgs.159-216Theme 3, wk. 3Around the Table pgs. 439-483 /

Questions and feedback

3-D Reading Progress Monitoring

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Essential QuestionShow me the front, back of the book and the title page.

RI. 5 Identify the front cover, back cover and title page of a book.

VocabularyTitle page, author, describe topic, similarity, illustrator, caption glossary, table of contents

Provide discussion about pictures and words on the front cover. Guided reading and

questioning Have students get with

partner and identify the cover, back cover and title of book.

K.P.2Informative facts used give authentic allocations to active reading activities.Social StudiesK.H.1,K.C&G.1,K.C.1Understand change over time. Understand the roles of a citizen. Understand how individuals are similar and different.

AnalyzeRemembering

Use Science text to identify cover, title, etc.http:www.Readandwritingproject.com

Teacher observation


6. Assess how point of view or purpose shapes the content and style of a text.

VocabularyDetails, caption, compare, illustrate, illustrator, author, writer, write, photo, photograph.

RI.66. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.Essential QuestionWhat is the job of the author and illustrator

Introduce text by asking questions as:

What does the author do? What does the illustrator

do? Can a student be an author? How

Science- K.P.2Informative facts used give authentic allocations to active reading activities.Social StudiesK.H.1,K.C&G.1,K.C.1Understand change over time. Understand the roles of a citizen. Understand how individuals are similar and different.

EvaluatingUnderstanding

Open CourtEmbedded and accessible throughout all selections.HarcourtTheme 1, wk. 2Getting to know You pgs.88-139Theme 2, wk. 3 I am Special pgs. 267-314Theme 3 Around the Table wk. 2pgs. 393-438wk. 3 pgs. 439-483

Teacher observation

Questions and feedback

College and Career Readiness Anchor Standards for ReadingIntegration of knowledge and ideas (Informational)

Level: Kindergarten

AnchorStandards





7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Essential QuestionWhat do pictures add to your thinking about what you read.

RI.77. 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).VocabularyDescribe, key ideas, identify, discuss, illustrate, illustration.

Use picture walks After reading, have the

children pick an illustration and write a sentence or two about what part of the story it depicts

ScienceK.G.1 Use geographic representations and terms to describe surroundings.Social StudiesK.C&G.1 Understand the roles of a citizenArtClay manipulation to depict illustrations.

Evaluating Open CourtUnit 6 Red White and BluePatriotism lessons 2-5 pgs. 4-21Hats off to Fourth of July lesson 6-10 pgs. 22-45HarcourtTheme 1, wk. 2 Getting to know You pgs.88-139Theme 2, wk. 3 I am Special pgs. 267-314Theme 3 Around the Town wk. 2pgs. 393-438wk. 3 pgs. 439-483

Writing activities/rubrics

Teacher observation


8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Essential QuestionCan you find the reasons why the author thought that…? Or believes that?

RI.88. With prompting and support, identify the reasons an author gives to support points in a text.

VocabularyReason, support, similarity/difference, believe, author’s purpose, entertain, persuade, inform, author, identify, informational text.

Ask children how the author supports points or main ideas made in text.

Informative text Explanatory text Tree Map Brace Map Double bubble

Map Venn diagram Flow Map Picture

ScienceK.G.1 Use geographic representations and terms to describe surroundings.Social StudiesK.C&G.1 Understand the roles of a citizenArtClay manipulation to depict illustrations.

EvaluatingAnalyzing

Open CourtUnit 6 Red White and BluePatriotism lessons 2-5 pgs. 4-21Hats off to Fourth of July lesson 6-10 pgs. 22-45HarcourtTheme 1, wk. 2 Getting to know You pgs.88-139Theme 2, wk. 3 I am Special pgs. 267-314Theme 3 Around the Table wk. 2pgs. 393-438wk. 3 pgs. 439-483


Teacher observation

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

VocabularyAlike, different, similarities, differences, information, procedures, compare, alike

RI.99. With prompting and support, Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)

Essential QuestionHow are the two books showing the same topics in a different way?

Use the following strategies to determine how texts are alike/ different Whole group

partnering Double bubble Compare/contrast

map Tree/brace maps Venn Diagram

ScienceK.G.1 Use geographic representations and terms to describe surroundings.Social StudiesK.C&G.1 Understand the roles of a citizen.MathDiscuss favorite parts of the day. Sequence bedtime procedures.ArtClay manipulation to depict illustrations.

AnalyzingEvaluating

Open CourtUnit 6 Red White and BluePatriotism lessons 2-5 pgs. 4-21Hats off to Fourth of July lesson 6-10 pgs. 22-45HarcourtTheme 1, wk. 2 Getting to know You pgs.88-139Theme 2, wk. 3 I am Special pgs. 267-314Theme 3 Around the Table wk. 2pgs. 393-438wk. 3 pgs. 439-483


Teacher observation


College and Career Readiness Anchor Standards for ReadingRange of Reading and Level of Text Complexity (Informational)

Level: Kindergarten

AnchorStandards





10. Read and comprehend complex literary and informational texts independently and proficiently.

RI.1010. Actively engage in group reading activities with purpose and understanding.

VocabularyBackground KnowledgeCause/effectText features

Using formal and informal, one-on-one, small and large groups of children, choose books and texts for activities that support and challenge children’s instructional reading level Shared reading.

Choral reading Echo reading Leveled reading

groups SSR DEAR reading Partner reading Author’s chair

Integration occurs cross curriculum as response to literature supports.

UnderstandingRemembering

*Use a scientifically based reading researched program is a strong foundation for providing comprehensive instruction in literary and informational text. In order for students to access appropriate text complexity, teacher will need to supplement their instruction using a variety of text that aligns to the text exemplars provided in the CCSS.

Diebels3-D ReadingConstructed ResponseIn-Class CheckInformal AssessmentOpen-ended questionsOral participation/Discussion skillsOral presentations


College and Career Readiness Anchor Standards for Reading Print Concepts Foundational

Level: Kindergarten

AnchorStandards




Integrated Activity

Bloom’s Level


Essential Questions

Where do I start reading?Which word is the first word I read?Which page do I read first?Can you show me a letter? A word?How many words are in a sentence?

VocabularyPeriod, exclamation point, question mark, capital letter

RF.11. Demonstrate understanding of the organization and basic features of print 1a Follow words

from left to right, top to bottom, and page by page.

1b Recognize that spoken words are represented in written language by specific sequences of letters.

1c Understand that words are separated by spaces in print.

1d Recognize and name all upper and lowercase letters of the alphabet.

VocabularyInitial and final sound medial sound onset rime syllable short/long vowel rhyme.

Tracking print, text progressionUse of manipulative materials to specify letters, words, spacing. Class DiscussionsConcept AttainmentCooperative LearningCross-Curricular ConnectionsDifferent purposes for problem-solvingFormal /Informal WritingGraphic/Visual OrganizersIntegration of TechnologyInterpretation of Graphics (maps, graphs, cartoons, tables…)Lecture “bursts”Modeling/DemonstrationPairs Check/ReviewReciprocal TeachingRoundtableScaffolded QuestioningSkill-Building ActivitiesThink AloudThink-Pair-ShareUse of Audio Clip/Music. Sing or say the alphabet.

Provide experiences identifying word segments and the spaces between each word.

Integration occurs cross curriculum as the focus of left to right progression is taught.

Reference Essential Standards: Kindergarten Social Studies

& Kindergarten Science

Understanding Applying

Open CourtEmbedded and accessible throughout all selections with a focus on Unit 6 America the Beautiful lessons 11-15pgs. 46-47Units 7-8Teamwork by the SeaHarcourtTheme 1: Getting to Know You wks 1-2Theme 2:I Am Special wks 1-3Theme 3 Around the Table wks. 1-3Theme 4 Silly Business wk.1-3Theme 9 Around the Town wks 1-3Theme 10 Neighborhood Helpers wks 1-3

Diebels3-D ReadingConstructed ResponseOral participation/discussion skills.


College and Career Readiness Anchor Standards for ReadingPhonological Awareness- Foundational

Level: Kindergarten

AnchorStandards




Integrated Activity

Bloom’s Level


VocabularySound onset-Rime rhyme, consonant, vowel, syllable blend, begin, middle, end, segment, C-V-C consonant blend, phoneme, isolate, initial, medial, final sound.

RF.22. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2a Recognize and produce

rhyming words. 2b Count, pronounce,

blend, and segment syllables in spoken words.

2c Blend and segment onsets and rimes of single-syllable spoken words.

2d Isolate and pronounce the initial medial vowel, and final sounds (phonemes) in three- phoneme (consonant, or CVC) words. Q (This does not include CVCs ending with /l/, /r/, or /x/.)

2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Read and reread a variety of nursery rhymes, poetry books, stories, and other meaningful text to provide experiences in hearing, manipulating and identifying sounds. Use Elkonin boxes Phonics games Clapping syllables Sight word/letter Bingo Word building Phoneme segmentation Nonsense word

activities Word Wall With assistance

produce rhyming words.

/blend syllables Produce initial sounds,

medial sounds and final sounds.

Add beginning letters to create new word.

(lap-clap, top-stop)

Integration occurs cross curriculum as the focus of left to right progression is taught. Reference Essential Standards:Social Studies

& Science

UnderstandingApplying

Open CourtEmbedded and accessible throughout all selectionsDecodable textsHarcourtEmbedded and accessible throughout all selections with a focus on Theme 1: Getting to Know You wks 1-2Theme 2:I Am Special wks 1-3Theme 3 Around the Table wks. 1-3Theme 4 Silly Business wk.1-3Theme 9 Around the Town wks 1-3Theme 10 Neighborhood Helpers wks 1-3Exploring Our Surroundings wks 2-3 Theme 12 Under the Ocean wks.1 &3

Teacher observation and classroom interaction


College and Career Readiness Anchor Standards for ReadingPhonics and Word Recognition- Foundational

Level: Kindergarten

AnchorStandards




Integrated Activity

Bloom’s Level


VocabularySounds, word, sight word, high frequency word, long/short vowels, b blend, identify, decoding beginning, middle, end, phonics, syllable, inflectional endings, silent ‘e’

RF.33. Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic

knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight.

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Provide daily opportunities with letter-sound correspondence to identify the printed letter.

Identify high frequency words from favorite books and texts. Add the printed words to class word wall.

Provide two words from the same word family and identify how the words are alike and how they are different.

Sight word practice Spelling words Vocabulary study Word building/magnetic

letters, clay Sight word bingo Word Wall Predictable Charts Listen for the differences in

words that sound alike (pan-pam, pen-pin)

Integration occurs cross curriculum as the focus of left to right progression is taught.Reference Essential Standards: Kindergarten Social Studies




Individual conferencing

Teacher interaction with students when asking questions


College and Career Readiness Anchor Standards for ReadingFluency- FoundationalLevel: Kindergarten

AnchorStandards




Integrated Activity Bloom’s Level Resources Formative Summative Assessment

VocabularyPrediction check, expression, fluency, accuracy rate, tone, phrasing, re-read, self-correct, context

RF.44. Read emergent- reader texts with purpose and understanding.

Essential QuestionsTell me about what you just read.Does it make sense?Does it sound right?

Use the following strategies with oral questions to gain understanding: Guided reading/small group

reading Partner/Independent reading 3D progress monitoring Choral reading DEAR reading Make predictions during

picture walks of various texts.



UnderstandingRememberingApplying

Open CourtUnits 7-8

HarcourtEmbedded and accessible throughout all selections


College and Career Readiness Anchor Standards for WritingText Types and Purposes

Level: Kindergarten

AnchorStandards





1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

VocabularyOpinion, fact, preference, choice, draw label, write, audience, dictate, persuade, support, reason, closure/conclusion.

W.11. 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…)

Essential QuestionsWhat did you think about that story? Why do you think that? What did you think about the topic? Why do you feel that way?

Provide assistance and encourage independent decisions for deciding what to write by using the following strategies:

Journal writing of stories Student complete opinion

stems (e.g. I like-----; The best thing about

__________ etc.) In writer’s workshop,

students illustrate responses to prompts that require opinions or preferences.

With assistance, dictate to scribe opinion or preference about a topic

Draw a picture and dictate about drawing

Draw and label a picture to represent opinion about a topic.

Writing can be integrated through/into all subject areas at any time

You can integrate it into Math, Science or Social Studies at any point of the lesson

ApplyingEvaluating

Open CourtEmbedded and accessible throughout all selections with a focus on Unit 8 The Ocean lessons 2-5 pgs. 4-25Humphrey the Lost Whale lessons 6-10 pgs. 26-53HarcourtEmbedded and accessible throughout all selections with a focus on each week’s thematic “Write Each Day” selection.Thinking Map ResourcesWrite From the BeginningAnimated Literacy4 block writingframework

Writing assessments

Group activity

Teacher observations and checks



Level: Kindergarten

AnchorStandards






2. Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Essential QuestionsWhat is the topic you are writing about? What do you know about that topic?

W.22. 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.

Vocabulary Detail Research Public Topic Recall Digital tool Source narrate order

of events Explanatory text

informative test Definitions Audience Illustration Informative

Guide and assist writing to compose informative and explanatory texts (e.g., after reading and rereading The Rainbow Fish, (Marcus Pfister), guide children to identify simple shapes in the fish (oval, circle and triangles) to illustrate on individual whiteboards with printed words of fish body parts (body, eyes, fins, etc.)

Use Writing centers Class books Sequencing activities Students use words and

pictures to explain steps needed to complete task (e.g. recipes, crafts, games)

Following and read aloud,students will illustrate information learned from text. Identify the difference

between fact and opinion.

Integration occurs cross curriculum as the focus of left to right progression is taught.

Reference Essential Standards: Kindergarten Social Studies


EvaluatingAnalyzingApplyingUnderstanding

Open CourtEmbedded and accessible throughout all selections with a focus on Unit 8 The Ocean lessons 2-5 pgs. 4-25Humphrey the Lost Whale lessons 6-10 pgs. 26-53HarcourtEmbedded and accessible throughout all selections with a focus on each week’s thematic “Write Each Day” selection.Thinking Map ResourcesWrite From the BeginningAnimated Literacy4 block writingFramework.

Student writing samples



Level: Kindergarten

AnchorStandards





3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

VocabularyEvent, read, imagined, illustration, character, setting, label, write, audience, sequence, narrative, introduction, conclusion.

W.K.33. 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.Essential QuestionsWhat can you tell about the event, about which you are writing?What happened first, next, last?

Provide daily opportunities, based on children’s interests, to write and draw on topics that are self-chosen and use a combination of drawings, scribble-writing, letter-like forms, dictating and writing. (e.g., teacher encourages and supports daily writing and drawing with readily available and interesting writing and drawing materials in all activity centers, and through ongoing play plans, journal writing, etc.). Writers workshop Students use story maps to

illustrate events from stories. Students use words or drawings

to tell about personal experiences.

Draw a picture to represent an event and supporting detail.



ApplyingUnderstandingRememberingCreating

Open CourtEmbedded and accessible throughout all selections HarcourtEmbedded and accessible throughout all selections with a focus on Theme 1: Getting to Know You wks 1-2Theme 2:I Am Special wks 1-3Theme 3 Around the Table wks. 1-3Theme 4 Silly Business wk.1-3Theme 9 Around the table wks 1-3



College and Career Readiness Anchor Standards for WritingProduction and Distribution of Writing

Level: Kindergarten

AnchorStandards



Integrated Activity

Bloom’s Level


4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Begins in grade 3

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach

VocabularyEdit, revise, details, illustration, character, setting, topic, peers, revise, question.

W.55. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Essential QuestionWhat details can you add to tell more about your story? (picture-words)

Use the strategies Writing workshop Small group writing Write from the

beginning Shared writing Students ask questions

about sentences- they add words to improve original sentences.

Add details to picture to strengthen story.

Add descriptive words to previous class writings

Edit spelling, grammar and punctuation errors in class writings.



ApplyingAnalyzing




6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

VocabularyFont, vocabulary, dependent on, school resources, digital tools, publish, type.

W.66. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Essential QuestionWhat are some ways to share writing with different digital tools?

Use Kid Pix- Max Write

Students work with partners and use digital tools to write and publish stories to be compiled in class books.

Explore key-boarding skills

Use digital media.



ApplyingCreating

Open CourtEmbedded and accessible throughout all selections.HarcourtEmbedded and accessible throughout all selections with a focus on each week’s thematic “Write Each Day” selection.Thinking Map ResourcesWrite From the BeginningAnimated Literacy4 block writingframework

Writing portfolios Digital writing

published


College and Career Readiness Anchor Standards for WritingResearch to Build and Present Knowledge

Level: Kindergarten

AnchorStandards




Integrated Activity

Bloom’s Level


7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Essential QuestionWhat kind of information can you get from reading books? Pictures, How can you share?

W.77. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them)VocabularyProject, research, how to books

Provide experiences gathering information from research to answer questions and solve problems. Trade books Group projects Journaling Following read alouds of books on

common topics Students develop products that

synthesize the information (mobiles, posters, flip books)



Understanding Refer to previous resources

Student written work

Teacher observation

8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism.VocabularyResearch, gather information, sources

W.88. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Use the following strategies: Prior knowledge (KWL chart) Students select questions and

provide resources to gather info that answer questions

Use words, pictures, digital sources to find information about a given topic



CreatingApplying

Refer to previous resources

Teacher observation

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

Begins in grade 4

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

10. (Begins in grade 3)


College and Career Readiness Anchor Standards for Speaking and ListeningComprehension and Collaboration

Level: Kindergarten

AnchorStandards

Specific Grade Standard Instructional Strategies/Activities


Integrated Activity

Bloom’s Level


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

Essential QuestionsHow do you show you are listening?When you are speaking what should others do?

SL.11. Participate in collaborative conversation with diverse partners about kindergarten topics and texts with peers and adults in small and large groups. 1a Follow agreed-upon rules for

discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

1b Continue a conversation through multiple exchanges.

VocabularyConversation, describe, description, question, detail, ideal, feeling, collaborate, clarification.

Incorporate conversation with the following suggestions:

Talking stick activities- student with stick is the speaker

Students use pair-share strategy to extend activities.

Visualizing and verbalizing activities

Follow agreed-upon rules for discussion

Speaking and listening can be integrated into all other subject areas at any times with any activities.

AnalyzeApply

VisualizingVerbalizing activities Predictable

charts

Questions and answers in teacher/student discussions

Teacher checklist

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.22. 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.VocabularyClarify, media, key details, summary, point of view.

Student use signal responses to answer questions about “read aloud” text.

Students make predictions before, during and after “read alouds” and confirm or correct the predictions.

Know strategies for asking questions that are on topic.

Speaking and listening can be integrated into all other subject areas at any times with any activities

AnalyzingApplying


Teacher/student interaction


3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

SL.33. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.VocabularyClarify key details, explanation, speaker, prospectus.

Students use signal cards to request assistance.

DTSW use the ask “3”, then “me” strategy when clarification is needed.

Differentiate between statements and questions

Speaking and listening can be integrated into all other subject areas at any times with any activities

AnalyzingApplying


Teacher/student interaction

College and Career Readiness Anchor Standards for Speaking and ListeningPresentation of Knowledge and Ideas

Level: Kindergarten

AnchorStandards






4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.44. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.Essential QuestionCan you tell me more about….?

Name 3 words to describe your friend.

Students use the “Make a Movie” in your mind strategy to visualize details of topics and share with partners.

Describe relevant details about an experience, object or person.



EvaluatingApplyingUnderstanding


• Checklist• Teacher observation

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL.55. Add drawings or other visual displays to descriptions as desired to provide additional detail.

Students add details and line drawing while using illustrations

Students use visuals to add descriptive text details.



ApplyingUnderstanding




6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

VocabularyComplete sentences simple sentences compound sentences

SL.66. Speak audibly and express thoughts, feelings, and ideas clearly.Essential QuestionHow do we speak differently when we speak to a partner/ and class?

Author’s chair, Show-n-tell, “All about me”

Model and scaffold experiences one-on-one, in small and large group to speak audibly and express thoughts, feelings and ideas clearly (e.g., “If you have a problem with your friend, you need to tell them what the problem is and try thinking of a solution together”).

Speak audibly and express thoughts, feelings clearly.



Applying Refer to previous resources


College and Career Readiness Anchor Standards for Speaking and ListeningConventions of Standard English

Level: Kindergarten

AnchorStandards



Integrated Activity Bloom’s Level Resources Formative Summative Assessment

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

VocabularyAdjectiveCapitalize Category ConsonantsSentenceSuffixMeaningNounVerbOppositeSingular/plural

L.11. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 1a Print many upper

and lowercase letters.

1b Use frequently occurring nouns and verbs

1c Form regular plural nouns orally by adding /s/ or/es/ (e.g., dog, dogs; wish, wishes).

1d Understand and use question words

Students use multiple media (shaving cream, sand, play-dough, pencil to print upper/lowercase letters. (i.e. classbook)

Morning message/news “Chit Chat Corner” about nouns and verbs. Use verbs in sentences.

Students view and name displayed pictures that represent singular and plural noun forms to determine how the plurals are formed. Model and scafford activities using plural forms.

Students form questions about text using five W’s and H.

Students use prepositions to explain the positions of concrete objects placed in specific locations

These standards can be integrated into writing, reading, morning message activities across the curriculum.

CreatingApplyingUnderstandingRemembering


Grade level createdassessment/checklist:Informal phonics inventories; samples of students’ writing; running records of reading; recognition of rhyming words; written language sample, oral language samples


(interrogatives) (e.g., who, what, where, when, why, how).

1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

1f Produce and expand complete sentences in shared language activities.

Work with partners to extend basic sentences orally.

Produce and expand complete sentences in shared language activity.

College and Career Readiness Anchor Standards for ReadingConventions of Standard English

Level: Kindergarten

AnchorStandards





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

L.22. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize the first

word in a sentence and the pronoun I.

Recognize and name end punctuation.

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

Support children’s growing understanding of punctuation, capitalization and spelling through modeling and scaffolding activities and “teachable moments” during child-initiated and independent writing experiences.

Provide and scaffold activities that identify a capital letter at the beginning of a sentence (use big books).

Support children’s use of capitalization, punctuation, and spelling during writing activities.

During teacher-lead and child-initiated writing activities, such as journal writing time, support children’s use of letter-



CreatingApplyingUnderstandingremembering


Writing portfolios

Writing dictation


Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

sound correspondence. During interactive

writing experiences demonstrate printing letters.

Place highlighter tape over end punctuation in writing samples. Demonstrate use and understanding of each end punctuation during writing conversations

College and Career Readiness Anchor Standards for ReadingKnowledge of Language

Level: Kindergarten

AnchorStandards






3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

3. (Begins in grade 2)


College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Level: Kindergarten

AnchorStandards





4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

VocabularyHomophonenoun, verb, root/base wordprefix, suffix, context.

L.44. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. 4a Identify new

meanings for familiar words and apply them accurately. (e.g., knowing ducks is bird and learning the verb to duck).

4b Use the most frequently occurring inflections and affixes (e.g., -ed,-s, re-, un-, pre-, full-, less) as a clue to the meaning of an unknown word

Provide experiences that explore understanding of unknown and multiple-meaning words (e.g. before reading a new book or text, choose four to eight new vocabulary words or phrases to clarify during the book reading by pointing to the illustration, inserting an explanatory phrase, using props, gestures and voice modulation to emphasize word or word meanings). During readings or discussions, point

out examples of multiple meanings of words.

Model and scaffold language experiences using inflections and affixes.

Students participate in loco-motor activities to dramatize words and their meanings

Stunts pronounce base words and repeat the words, adding affixes. Students explain how the words are alike and different in sound and meaning

Identifying new meanings for familiar words

These standards should be integrated into small and whole group reading activities in Science and Social Studies

AnalyzingEvaluatingApplyingUnderstanding

Refer to Common Core State Standards Alignment Harcourt Trophies KindergartenPgs. 8-9

Grade level createdassessment/checklist

Informal phonics inventories; samples of students’ writing; running records of reading; recognition of rhyming words; written language sample, oral language samples


College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Level: Kindergarten

AnchorStandards

Specific Grade Standard Instructional Strategies/ActivitiesThe Learner Will ….

Integrated Activity

Bloom’s Level Resources Formative Summative Assessment

5. Demonstrate understanding of word relationships and nuances in word meanings.

VocabularySort ActionCategoryOppositeHomophoneAdjectivesAntonymsAttributes

L.55. With guidance and support from adults, explore word relationships and nuances in word meanings. 5a Sort common objects

into categories (e.g., shapes, foods) to fain a sense of the concepts the categories represent.

5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

5c Identify real-life connections between words and their use (e.g. note places at school that are colorful).

5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Provide experiences as follows: After sorting objects, students

name categories or groups. Students name verbs or

adjectives and pantomime opposites (run-walk) (hot-cold)

Students build collages using picture and original drawing to represent words and uses/meanings

Students dramatize meanings of words and the remaining students locate the words on the word wall.

Students will sort common objects into categories (shapes food) to gain a sense of the concepts the categories represent.




HarcourtEmbedded and accessible throughout all selections with a focus on Theme 1: Getting to Know You wks 1-2Theme 2:I Am Special wks 1-3Theme 3 Around the Table wks. 1-3

Created checklist by grade level

Teacher observation


College and Career Readiness Anchor Standards for ReadingVocabulary Acquisition and Use

Level: Kindergarten

AnchorStandards






6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in fathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

L.66. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Essential QuestionsWord of the day- - What do you think this word means?Idiom of the week- - What does this phrase mean?

Students add words to the word wall as words are acquired through text or oral communications.

Use acquired words and phrases acquired through conventions and reading.



RememberUnderstand

HarcourtEmbedded and accessible throughout all selections with a focus on Theme 1: Getting to Know You wks 1-2Theme 2:I Am Special wks 1-3Theme 3 Around the Table wks. 1-3

Running records

Teacher observation


college and career readiness anchor reading … · web viewwith prompting and support, describe the...

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