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Gloucester Township Public Schools
English Language ArtsGrade
K Curricu
lumUpdate
d-Summer 2017
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 1: Take a New Step
Time Frame: 3 WeeksDescription: The Big Idea: What Can We Learn When We Try New Things?Unit 1 Comprehension Skills and Strategies: ask & answer questions, key details Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, narrative writing, opinion writing, webs.
Standards Topics Activities Resources Assessment L.K.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. [1 lesson] L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.1.F Produce and expand complete sentences in shared
language activities. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [6 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.1 Demonstrate understanding of the organization and
basic features of print. [1 lesson] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [15 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [18 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [13 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding.[6
lessons]
Week 1Weekly Concept:Make New Friends
Essential Question: How can we get along with new friends?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: “The Lion and the Mouse” Genre: FableStrategy: Ask and Answer Questions
Literature Big Books, Paired SelectionMain Selection Title: What About Bear?Genre: FantasyStrategy: Ask and Answer QuestionsSkill: Key Details (Use Illustrations)Paired Selection Title: “How to Be a Friend”Genre: Informational TextText Feature: Photographs
Reading/Writing WorkshopComprehensionShort Text: I CanGenre: Nonfiction Short Text: Can I?Genre: Fiction
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key Details
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
* Benchmark* See:District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
Benchmark and Cross Curricular Key
__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment
English Language ArtsGrade
K Curricu
lumUpdate
d-Summer 2017
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [8 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [2 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [2 lessons]
RL.K.4 Ask and answer questions about unknown words in a text. [1 lesson]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [2 lessons]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [2 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. [1 lesson]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [5 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [1 lesson]
Main SelectionGenre: Fantasy
Titles: A: Soup!O: Mouse and MonkeyE: Mouse and MonkeyB: Come and Play!
Access Complex Text (ACT)Literature Big Book: Organization
LanguageVocabularyAcademic Words:titleauthorillustratornounHigh Frequency WordstheOral Vocabulary Wordsfriendproblemescape, graspedrescueCategory WordsFeeling words
PhonicsPhonological/Phonemic Awareness: Sentence Segmentation, Phoneme Isolation, Phoneme Identity, Phoneme Blending
Phonics: /m/m (initial/final)
Fluency SkillSound-Spelling and Word Automaticity; Intonation
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. [3 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
WritingWriting Trait: Ideas
Grammar Skill: Nouns
Weekly Writing Focus: Write a Personal Narrative
Research & InquiryWeekly Project: What makes a good friend?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [8 lessons] L .K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [4 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [19 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [11 lessons]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [5 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity [12 lessons]
Week 2:Weekly ConceptGet Up and Go
Essential Question:How do baby
animals move?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: "The Tortoise and the Hare"Genre: FableStrategy: Ask and Answer Questions
Literature Big Books, Paired SelectionMain Selection Title: Pouch!Genre: FantasyStrategy: Ask and Answer QuestionsSkill: Key Details (Use Illustrations)Paired Selection Title: “Baby Animals on the Move” Genre: Informational TextText Feature: Labels
Reading/Writing WorkshopComprehensionShort Text: We CanGenre: NonfictionShort Text: I Can, I CanGenre: Fiction
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Please refer to: K-5 ELA Assessment Plan
RF.K.4 Read emergent-reader texts with one-to-one
correspondence to develop fluency and comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [7
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. (e.g., who, what, where, when, why, how). [8 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [5 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [3 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [2 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [5 lessons]
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...). [3 lessons]
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key Details
Main SelectionGenre: FantasyTitles: A: Hop!O: We Hop!E: We Hop!B: We Can Move!
Access Complex Text (ACT)Literature Big Book: Organization
LanguageVocabularyAcademic Words: fantasyfableopiniondetailsHigh Frequency WordsweadventuremovementarrivedexcitingexhaustedOral Vocabulary WordsadventuremovementarrivedexcitingexhaustedCategory WordsFamily words
PhonicsPhonological/Phonemic Awareness: Recognize
the events in the order in which they occurred, and provide a reaction to what happened. [2 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Rhyme, Phoneme Isolation (initial/medial), Phoneme Identity, Phoneme BlendingPhonics: /a/a (initial/medial)Consonant Review:/m/m
Fluency SkillSound-Spelling and Word Automaticity; Intonation
WritingWriting Trait: Ideas
Grammar Skill: Nouns
Weekly Writing Focus:Write an Opinion
Research & InquiryWeekly Project: How do animals move?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [7 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories represent. [2 lessons]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [4 lessons]
Week 3:Weekly Concept
Your Senses
Essential Question:How can your senses help you learn?
Reading
Language- Vocabulary- Phonics- Grammar and
ReadingRead AloudTitle: “A Feast of the Senses” Genre: Informational TextStrategy: Ask and Answer Questions
Literature Big Books, Paired SelectionMain Selection Title: Senses at the SeashoreGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Use Photos)Paired Selection Titles: "I Smell
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [19 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [14 lessons]
RF.K.3.C Read common high-frequency and sight with automaticity. [12 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [5 lessons]
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [4 lessons]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [2 lessons]
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. [1 lesson]
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [2 lessons]
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [2 lessons]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [3 lessons]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Springtime," "Taste of Purple," "Rain"Genre: PoetryLiterary Element: Sensory Words
Reading/Writing WorkshopComprehensionShort Text: Sam CanGenre: FictionShort Text: I Can SeeGenre: Nonfiction
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key Details
Main SelectionGenre: Informational TextTitles: A: The BeachO: At SchoolE: At SchoolB: See It Grow!
Access Complex Text (ACT)Literature Big Book: Organization
LanguageVocabularyAcademic Words:informational text, observation, poetryHigh Frequency WordsSeeOral Vocabulary Wordsexplore, senses, feast, finished, kneadsCategory Words
Share Network
information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [1 lesson]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [2 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [4 lessons]
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. [2 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Sensory words
PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial), Phoneme Blending, Phoneme CategorizationPhonics: /s/s (initial)Consonant/Vowel Review:/a/a, /m/m
Fluency SkillSound-Spelling and Word Automaticity; Phrasing
WritingWriting Trait: Ideas
Grammar Skill: Nouns
Weekly Writing Focus: Make a Picture Web
Research & InquiryWeekly Project: How can we learn by using our senses?
Handwriting – Practice
Technology – Go Digital!
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 2: Let’s Explore
Time Frame: 3 WeeksDescription: The Big Idea: What can you find out when you explore?Unit 2 Comprehension Skills and Strategies: key details, ask & answer questions Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, explanatory sentences, story sentence
Standards Topics Activities Resources Assessment L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories represent. [1 lesson]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.1 Demonstrate understanding of the organization and basic features of print. [1 lesson]
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [4 lessons]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [18 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [14 lessons]
Week 1Weekly Concept:Tools We Use
Essential Question: How do tools help us explore?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: "Timimoto"Genre: TaleStrategy: Ask and Answer Questions
Literature Big Books, Paired Selection
Main SelectionTitle: The Handiest Things in the WorldGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Use Photos)Paired Selection Title: “Discover with Tools”Genre:Informational TextText Feature: Headings
Reading/Writing WorkshopComprehensionShort Text: "Pam Can See"Genre: Fiction
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
RF.K.3.C Read common high-frequency and sight words with automaticity. [14 lessons]
RF.K.3.D Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.(e.g. nap and tap; cat and cot). [2 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [6
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [7 lessons]
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [4 lessons]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [1 lesson]
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [2 lessons]
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [3 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
Short Text: "We Can See!"Genre: Nonfiction
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key Details
Main SelectionGenre: Informational TextTitles: A: We Need ToolsO: A TripE: A TripB: What Can You See?
Access Complex Text (ACT)Literature Big Book: Connection of Ideas
LanguageVocabularyAcademic Words:photographssentenceverbHigh Frequency WordsaOral Vocabulary Wordstoolsdiscoverdefeatedfetch rumbleCategory WordsColor words
PhonicsPhonological/Phonemic Awareness: Recognize Alliteration, Phoneme Isolation, Phoneme Categorization, Phoneme
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. [3 lessons]
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. [2 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
BlendingPhonics: /p/p (initial/final)Consonant/Vowel Review:/a/a, /m/m,/s/sFluency SkillSound-Spelling and Word Automaticity; Phrasing
WritingWriting Trait: Ideas
Grammar Skill: Verbs
Weekly Writing Focus: Write an Explanatory Sentence
Research & InquiryWeekly Project: In what ways are tools useful?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on knowledge
of sound-letter relationships. [2 lessons] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories represent. [1 lesson]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [5 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [3 lessons]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and
Week 2:Weekly Concept
Shapes All Round Us
Essential Question:What shapes do you
see around you?
Reading
Language- Vocabulary- Phonics- Grammar and
MechanicsWriting
ReadingRead AloudTitle: “Kites in Flight” Genre: Informational TextStrategy: Ask and Answer Questions
Literature Big Books, Paired SelectionMain Selection Title: Shapes All AroundGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Use Photos)
Paired Selection Title: “Find the
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See K-5 ELA Assessment Plan
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [17 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-
sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [15 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [13 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
\ RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [6
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [9 lessons]
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [1 lesson]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [1 lesson]
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [3 lessons]
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [3 lessons]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
Research and Inquiry
Handwriting
Technology
Shapes” Genre:Informational TextText Feature: Bold Print
Reading/Writing WorkshopComprehensionShort Text: "We Like Tam!"Genre: FictionShort Text: "I Like Sam"Genre: Nonfiction
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre:Informational TextTitles:A: Shapes!O: Play with Shapes!E: Play with Shapes!B: Use a Shape!
Access Complex Text (ACT)Literature Big Book: Connection of Ideas
LanguageVocabularyAcademic Words:rectanglecirclesquaretriangleHigh Frequency WordslikeOral Vocabulary Wordsmaterialsnaturedecorationgames
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [5 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [3 lessons]
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. [2 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
worldCategory WordsShape wordsPhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial/final), Phoneme Blending, Phoneme CategorizationPhonics: /t/t (initial/final)Consonant/Vowel Review: /a/a, /m/m, /p/p, /s/s
Fluency SkillSound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Ideas
Grammar Skill: Verbs
Weekly Writing Focus: Make a Shape Poster
Research & InquiryWeekly Project: Where can you find shapes?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [4 lessons] L.K.5.D Distinguish shades of meaning among verbs describing
the same general action (e.g., walk, march, strut, prance) by
Week 3:Weekly Concept
World of Bugs
Essential Question: What kind of bugs do you know about?
Reading
ReadingRead AloudTitle: “From Caterpillar to Butterfly”Genre:Informational TextStrategy: Ask and Answer Questions
Literature Big Books, Paired Selection
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connecte
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
acting out the meanings. [1 lesson] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [1 lesson] RF.K.1 Demonstrate understanding of the organization and
basic features of print. [1 lesson] RF.K.1.C Understand that words are separated by spaces in
print. [1 lesson] RF.K.2.B Count, pronounce, blend, and segment syllables in
spoken words. [8 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [9 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [20 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [13 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [2 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [5 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [2 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [3 lessons]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [1 lesson]
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Main Selection Title: I Love Bugs!Genre: FictionStrategy: Ask and Answer QuestionsSkill: Key Details (Use Illustrations)Paired Selection Title: “Bugs All Around”Genre:Informational TextText Feature: Captions
Reading/Writing WorkshopComprehensionShort Text: “Pat”Genre: FictionShort Text: "Tap! Tap! Tap!Genre: Nonfiction
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre: FictionTitles: A: We Like Bugs!O: The Bugs RunE: The Bugs RunB: I See a Bug!
Access Complex Text (ACT)Literature Big Book: Specific Vocabulary
LanguageVocabularyAcademic Words:captionword websortHigh Frequency Wordstheasee
d.mcgraw-hill.com
Gloucester Township Share Network
STAR Early Literacy
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [2 lessons]
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [3 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
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. [5 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson] W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
welikeOral Vocabulary WordscuriousobserveattachesprocessslenderCategory WordsMovement words
PhonicsPhonological/Phonemic Awareness: Count and Pronounce Syllables, Phoneme Segmentation, Phoneme Blending
Phonics: /m/m, /a/a, /s/s, /p/p, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Expression; Intonation
WritingWriting Trait: Ideas
Grammar Skill: Verbs
Weekly Writing Focus: Write a Story Sentence
Research & InquiryWeekly Project: What do bugs do in their environments?
Handwriting – Practice
Technology – Go Digital!
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 3: Going Places
Time Frame: 3 Weeks
Description: The Big Idea: What can you learn from going different places?Unit 3 Comprehension Skills and Strategies: key details, visualize, story elements Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, sentence fluency, write sentences, narrative sentence, opinion sentence
Standards Topics Activities Resources Assessment L.K.1.A Print many upper- and lowercase letters. [2 lessons] L.K.2.A Capitalize the first word in a sentence and the pronoun
I. [8 lessons] L.K.2.B Recognize and name end punctuation. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [4 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). [1 lesson] RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.C Blend and segment onsets and rimes of single-syllable
spoken words. [3 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-
Week 1Weekly Concept:Rules to Go By
Essential Question: What rule do we follow in different places?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
ReadingRead AloudTitle: “The Boy Who Cried Wolf”Genre: FableStrategy: Visualize
Literature Big Books, Paired SelectionMain Selection Title: How Do Dinosaurs Go to School?Genre: FantasyStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Be Safe”Genre: Informational TextText Feature: Lists
Reading/Writing WorkshopComprehensionShort Text: "Can I Pat It?"Genre: Nonfiction
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [10 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [4 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [8 lessons]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [8 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [10 lessons]
RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [7
lessons] RI.K.8 With prompting and support, identify the reasons an
author gives to support points in a text. [1 lesson] RL.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [12 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [5 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [3 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
Handwriting
Technology
Short Text: "Tim Can Tip It"Genre: Nonfiction
Leveled ReadersStrategy: VisualizeSkill: Key Details Main SelectionGenre: FantasyTitles: A: We RunO: Go, Nat!E: Go, Nat!B: The Birdhouse
Access Complex Text (ACT)Literature Big Book: Organization;
Connection of Ideas
LanguageVocabularyAcademic Words:visualizepunctuationretellpredictHigh Frequency WordstoOral Vocabulary WordsrulescooperateguardprankresponsibleCategory WordsMovement words
PhonicsPhonological/Phonemic Awareness: Recognize Rhyme, Phoneme Isolation (initial/medial), Phoneme Blending, Phoneme Categorization
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [2 lessons]
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. [2 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
Phonics: /i/i (medial)Consonant/Vowel Review:/a/a, /m/m, /p/p, /s/s, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Intonation
WritingWriting Trait: Sentence Fluency
Grammar Skill: SentencesWeekly Writing Focus:
Write a Sentence
Research & InquiryWeekly Project: What rules do we need to follow at school?
Handwriting – PracticeTechnology – Go Digital!
L.K.1.F Produce and expand complete sentences in shared language activities. [1 lesson]
L.K.2.A Capitalize the first word in a sentence and the pronoun I. [4 lessons]
L.K.2.B Recognize and name end punctuation. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [5 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.1 Demonstrate understanding of the organization and
basic features of print. [2 lessons] RF.K.1.A Follow words from left to right, top to bottom, and
page by page. [1 lesson] RF.K.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). [1 lesson]
Week 2:Weekly ConceptSounds Round Us
Essential Question:What are different sounds we hear?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
ReadingRead AloudTitle: “The Turtle and the Flute”Genre: FableStrategy: Visualize
Literature Big Books, Paired SelectionMain Selection Title: Clang! Clang! Beep! Beep! Listen to the CityGenre: FictionStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Sounds Are Everywhere”Genre:Informational TextText Feature: Captions
Reading/Writing Workshop
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See K-5 ELA Assessment Plan
RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. [1 lesson]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [4 lessons]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [14 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [1 lesson]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [13 lessons]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [2 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [12 lessons]
RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [2 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9
lessons] RI.K.7 With prompting and support, describe the relationship
between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [8 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [5 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [2 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
Test Preparation
Technology
ComprehensionShort Text: “Nat and Tip”Genre: FictionShort Text: "Tim and Nan"Genre: Nonfiction
Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: FictionTitles: A: City SoundsO: Farm SoundsE: Farm SoundsB: A Noisy NightAccess Complex Text (ACT)Literature Big Book: Connection of Ideas
LanguageVocabularyAcademic Words:eventsperiodvocabulary`High Frequency WordsandOral Vocabulary WordslistenvolumechatexclaimedfamiliarCategory WordsSound words
PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending,Phoneme Identity, Phonem Blending,
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.1.A Follow agreed-upon norms for discussions (e.g., listening to others with care and taking turns speaking about the topics and texts under discussion). [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or
information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
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. [4 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
Phoneme SegmentationPhonics: /n/n (initial/final)Consonant/Vowel Review:/a/a, /i/i, /m/m, /p/p, /s/s, /t/t Extend: final double letters, -ss, -tt
Fluency SkillSound-Spelling and Word Automaticity; Intonation
WritingWriting Trait: Ideas
Grammar Skill: Sentences
Weekly Writing Focus: Write a Personal Narrative Sentence
Research & InquiryWeekly Project: What sounds do you hear at school?
Handwriting – Practice
Technology – Go Digital!
L.K.1.D Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). [4 lessons]
L.K.2.A Capitalize the first word in a sentence and the pronoun I. [1 lesson]
L.K.2.B Recognize and name end punctuation. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on knowledge
of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [5 lessons]
Week 3:Weekly Concept
The Places We Go
Essential Question: What places do you go during the week?
Reading
Language- Vocabulary- Phonics
ReadingRead AloudTitle: “Field Trips”Genre: Informational TextStrategy: Visualize
Literature Big Books, Paired SelectionMain Selection Title: Please Take Me for a WalkGenre: FantasyStrategy: Visualize
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [4 lessons]
RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. [3 lessons]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [2 lessons]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [10 lessons]
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [2 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [2 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [13 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [11 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and
comprehension skills. A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9
lessons] RI.K.7 With prompting and support, describe the relationship
between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [7 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [4 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [4 lessons]
- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Skill: Character, Setting, Events (Use Illustrations)Paired Selection Title: “A Neighborhood” Genre: Informational TextText Feature: Map
Reading/Writing WorkshopComprehensionShort Text: "We Go to See Nan"Genre: FictionShort Text: "Can We Go?"Genre: NonfictionLeveled ReadersStrategy: VisualizeSkill: Character, Setting, EventsMain SelectionGenre: FictionTitles: A: We Can GoO: Going by CabE: Going by CabB: Cal’s Busy WeekAccess Complex Text (ACT)Literature Big Book: Sentence structure, organization
LanguageVocabularyAcademic Words:characterssettingmapHigh Frequency WordsgoOral Vocabulary Wordslocalroutineneighborhoodvolunteerintelligent
Township Share Network
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [1 lesson]
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
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...). [3 lessons]
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. [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
Category WordsSequence words
PhonicsPhonological/Phonemic Awareness: Count and Pronounce Syllables, Phoneme Isolation, Phoneme Blending, Phoneme Identity, Phoneme SegmentationPhonics: /k/c (initial)Consonant/Vowel Review:/a/a, /i/i, /m/m, /n/n, /s/s, /p/p, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Expression; Intonation
WritingWriting Trait: Sentence Fluency
Grammar Skill: Sentences
Weekly Writing Focus:Write an Opinion Sentence
Research & InquiryWeekly Project: What places do you go to during the week? What do you do there?
Handwriting – Practice
Technology – Go Digital!
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 4: Around the Neighborhood
Time Frame: 3 Weeks
Description: The Big Idea: What do you know about the people and the places in your neighborhood?Unit 4 Comprehension Skills and Strategies: ask & answer questions, key details, sequence, story elements Vocabulary Strategies: academic words, high frequency words, oral vocabulary Writing: ideas, descriptive sentence, word choice, expository sentence
Standards Topics Activities Resources Assessment L.K.1.F Produce and expand complete sentences in shared
language activities. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [2 lessons] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories represent. [4 lessons]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [5 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.1.B Recognize that spoken words are represented in
Week 1Weekly Concept:Time for Work
Essential Question: What do people use to do their jobs?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
ReadingRead AloudTitle: “Little Juan and the Cooking Pot”Genre: FableStrategy: Ask and Answer Questions
Literature Big Books, Paired SelectionMain Selection Title: Whose Shoes? A Shoe for Every JobGenre: Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Sequence)Paired Selection Title: “Workers and
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
written language by specific sequences of letters. [1 lesson] RF.K.2.C Blend and segment onsets and rimes of single-
syllable spoken words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [16 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-
sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [1 lesson]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [14 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [12 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [2 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [8
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [7 lessons]
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [3 lessons]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [2 lessons]
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [2 lessons]
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [1 lesson]
Writing
Research and Inquiry
Handwriting
Technology
Their Tools”Genre: Informational TextText Feature: Labels
Reading/Writing WorkshopComprehensionShort Text: "Tom on Top!"Genre: Nonfiction
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre: Informational Text
Titles: A: You CookO: On the JobE: On the JobB: The Neighborhood
Access Complex Text (ACT)Literature Big Book: Connection of
Ideas
LanguageVocabularyAcademic Words:adjectivecategoryrevisedraftHigh Frequency WordsyouOral Vocabulary WordsequipmentuniformutensilsexpectremainedCategory Words
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [2 lessons]
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. [2 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
Job words
PhonicsPhonological/Phonemic Awareness: Onset and Rime Segmentation, Phoneme Isolation (initial), Phoneme Isolation (initial/medial), Phoneme Blending, Phoneme CategorizationPhonics: /o/o (initial/medial)
Consonant/Vowel Review:/a/a, /k/c, /i/i, /m/m, /n/n, /p/p, /s/s, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Intonation
WritingWriting Trait: Ideas
Grammar Skill: Adjectives
Weekly Writing Focus: Write a Descriptive Sentence
Research & InquiryWeekly Project:
Which tools help workers do their jobs?
Handwriting – Practice
Technology – Go Digital!
L.K.1.F Produce and expand complete sentences in shared language activities. [5 lessons]
L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes). [1 lesson]
L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [2 lessons]
Week 2:Weekly Concept
Meet Your Neighbors
Essential Question:Who are your
ReadingRead AloudTitle: “Cultural Festivals”Genre:Informational TextStrategy: Ask and Answer Questions
Grade K, Wonders, McGraw-Hill, 2014
Your Turn
See K-5 ELA Assessment Plan
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson]
L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [1 lesson]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.1.A Follow words from left to right, top to bottom, and page by page. [1 lesson]
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [3 lessons]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [1 lesson]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [21 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [11 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [11 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [10
lessons] RL.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [8 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [4 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [4 lessons]
RL.K.4 Ask and answer questions about unknown words in a text. [1 lesson]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
neighbors?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big Books, Paired SelectionMain Selection Title: What Can You Do with a Paleta?Genre: FictionStrategy: Ask and Answer QuestionsSkill: Character, Setting, Events (Use Illustrations)Paired Selection Title: “A World Festival”Genre:Informational TextText Feature: Environmental Print
Reading/Writing WorkshopComprehensionShort Text: “Sid”Genre: FictionLeveled ReadersStrategy: Ask and Answer QuestionsSkill: Character, Setting, EventsMain SelectionGenre: Fiction
Titles: A: My NeighborsO: Neighborhood PartyE: Neighborhood PartyB: Parade Day
Access Complex Text (ACT)Literature Big Book: Sentence Structure
LanguageVocabularyAcademic Words:researchInternetpresentpublish
Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [1 lesson]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [2 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
High Frequency WordsdoOral Vocabulary WordsappreciateculturespreferproudtraditionCategory WordsFood wordsPhonicsPhonological/Phonemic Awareness: Sentence Segmentation, Phoneme Isolation (initial), Phoneme Blending, Phoneme SegmentationPhonics: /d/d (initial/final)Consonant/Vowel Review:/a/a, /k/c, /i/i, /m/m, /n/n, /o/o, /p/p, /s/s, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Word Choice
Grammar Skill: Adjectives
Weekly Writing Focus: Write a Menu
Research & InquiryWeekly Project: What cultures can be found in your neighborhood?
Handwriting – Practice
Technology – Go Digital!
L.K.1.d Understand and use question words (interrogatives) Week 3: Reading Grade K, *Benchmark*
(e.g., who, what, where, when, why, how). [4 lessons] L.K.2.A Capitalize the first word in a sentence and the pronoun
I. [1 lesson] L.K.2.B Recognize and name end punctuation. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [5 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). [4 lessons] RF.K.2.B Count, pronounce, blend, and segment syllables in
spoken words. [3 lessons] RF.K.2.C Blend and segment onsets and rimes of single-
syllable spoken words. [2 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [10 lessons]
L.K.1.F Produce and expand complete sentences in shared language activities. [5 lessons]
L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes). [1 lesson]
L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [1 lesson]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [5 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [1 lesson]
RF.K.1.A Follow words from left to right, top to bottom, and page by page. [1 lesson]
RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.C Blend and segment onsets and rimes of single-syllable
spoken words. [1 lesson]
Weekly ConceptPitch In
Essential Question: How can people help to make your community better?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: “The Bundle of Sticks”Genre: FableStrategy: Ask and Answer Questions
Literature Big Books, Paired SelectionMain Selection Title: RoadworkGenre:Informational TextStrategy: Ask and Answer QuestionsSkill: Key Details (Sequence)Paired Selection Title: “A Community Garden”Genre:Informational TextText Feature: Captions
Reading/Writing WorkshopComprehensionShort Text: "I Can, You Can!Genre: FictionLeveled ReadersStrategy: Ask and Answer QuestionsSkill: Key DetailsMain SelectionGenre: Informational TextTitles: A: We Clean!O: Can You Fix It?E: Can You Fix It?B: Helping Mom
Access Complex Text (ACT)Literature Big Book: Specific vocabualry
LanguageVocabularyAcademic Words:chartsequence
Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [19 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [2 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [12 lessons]
RF.K.3.C Read common high-frequency and sight words with
automaticity. [11 lessons] RF.K.3.D Distinguish between similarly spelled words by
identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [11
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . [5 lessons] RI.K.2 With prompting and support, identify the main topic and
retell key details of a text. [1 lesson] RI.K.4 With prompting and support, ask and answer questions
about unknown words in a text. [3 lessons] RI.K.9 With prompting and support, identify basic similarities in
and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [4 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [1 lesson]
RL.K.4 Ask and answer questions about unknown words in a text. [1 lesson]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [1 lesson]
RL.K.6 With prompting and support, name the author and
blendplotHigh Frequency WordsanddogotoyouOral Vocabulary WordscommunityimproveconfusedharvestquarrelCategory WordsPosition words
PhonicsPhonological/Phonemic Awareness: Recognize Rhyme, Phoneme Identity, Phoneme Blending, Phoneme Segmentation
Phonics: /i/i, /n/n, /k/c, /o/o, /d/dConsonant/Vowel Review:/a/a, /k/c, /d/d, /i/i, /m/m, /n/n, /o/o, /p/p, /s/s, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Word Choice
Grammar Skill: Adjectives
Weekly Writing Focus: Write an Expository Sentence
illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or
information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. [1 lesson]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [2 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
Research & InquiryWeekly Project: In what ways can we improve our community?
Handwriting – Practice
Technology –Go Digital!
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 5: Wonders of Nature
Time Frame: 3 Weeks
Description: The Big Idea: What kinds of things can you find growing in nature?Unit 5 Comprehension Skills and Strategies: reread, main topic & key details, Vocabulary Strategies: plurals, inflection ending –ed, context clues, academic words, high frequency words, oral vocabulary Writing: organization, write a poem, write an opinion, write a story sentence
Standards Topics Activities Resources Assessment L.K.1.D Understand and use question words (interrogatives)
(e.g., who, what, where, when, why, how). [2 lessons] L.K.1.F Produce and expand complete sentences in shared
language activities. [1 lesson] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on knowledge
of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson]
L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [1 lesson] L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]
L.K.6 Use words and phrases acquired through conversations,
Week 1Weekly Concept:How does your garden grow?
Essential Question: What do living things need to grow?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
ReadingRead AloudTitle: “Growing Plants”Genre:Informational TextStrategy: Reread
Literature Big Books, Paired SelectionMain Selection Title: My GardenGenre: FictionStrategy: RereadSkill: Character, Setting, Events (Use Illustrations)Paired Selection Titles: "Tommy,"
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
STAR Early Literacy
reading and being read to, and responding to texts. [2 lessons] RF.K.1 Demonstrate understanding of the organization and
basic features of print. [1 lesson] RF.K.2.B Count, pronounce, blend, and segment syllables in
spoken words. [9 lessons] RF.K.2.C Blend and segment onsets and rimes of single-syllable
spoken words. [1 lesson] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [14 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [3 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [9 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [12 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [10
lessons] RI.K.10 Actively engage in group reading activities with
purpose and understanding. [1 lesson] RL.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [6 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [1 lesson]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [4 lessons]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [2 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the
Writing
Research and Inquiry
Handwriting
Technology
"Maytime Magic," "The Seed," "Garden"Genre: PoetryLiterary Element: Rhyme and Repetition
Reading/Writing WorkshopComprehensionShort Text: “Hop Can Hop!”Genre: Fiction
Leveled ReadersStrategy: RereadSkill: Character, Setting, Events
Main SelectionGenre: FantasyTitles: A: My GardenO: My Garden GrowsE: My Garden GrowsB: The Mystery Seeds
Access Complex Text (ACT)Literature Big Book: Purpose
LanguageVocabularyAcademic Words:pronounrhymeeventbeginningVocabulary Strategy: Plurals
High Frequency WordsmyOral Vocabulary Wordsrequireplantharmful
story. [2 lessons] RL.K.7 With prompting and support, describe the relationship
between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [3 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [3 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [2 lessons]
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. [4 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
soakcrowdCategory WordsSize words
PhonicsPhonological/Phonemic Awareness: Count and Blend Syllables, Phoneme Isolation, Phoneme Blending, Phoneme CategorizationPhonics: /h/h (initial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /i/i, /m/m, /n/n, /o/o, /p/p,/s/s, /t/t Extend: final /z/s
Fluency SkillSound-Spelling and Word
Automaticity; Expression; IntonationWriting
Writing Trait:Organization
Grammar Skill: Pronouns
Weekly Writing Focus: Write a Poem
Research & InquiryWeekly Project:
What do plants need to grow?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.2.A Capitalize the first word in a sentence and the pronoun I. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson]
Week 2:Weekly Concept
Trees
Essential Question:
ReadingRead AloudTitle: “The Pine Tree”Genre: Fairy Tale
Grade K, Wonders, McGraw-Hill, 2014
See K-5 ELA Assessment Plan
L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons] L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.1 Demonstrate understanding of the organization and basic features of print. [2 lessons]
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [1 lesson]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [4 lessons]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [18 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [3 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [3 lessons]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [6 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [12 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [2 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [11
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [4 lessons]
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [5 lessons]
RI.K.4 With prompting and support, ask and answer questions
How do living things change as they
grow?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Strategy: Reread
Literature Big Books, Paired SelectionMain Selection Title: A Grand Old TreeGenre: Informational TextStrategy: RereadSkill: Main Topic and Key DetailsPaired Selection Title: “From a Seed to a Tree”Genre: Informational TextText Feature: Diagram
Reading/Writing WorkshopComprehensionShort Text: "Ed and Ned"Genre: Nonfiction
Leveled ReadersStrategy: RereadSkill: Main Topic and Key DetailsMain SelectionGenre: Informational TextTitles: A: The TreeO: Many TreesE: Many TreesB: Our Apple Tree
Access Complex Text (ACT)Literature Big Book: Organization
LanguageVocabularyAcademic Words:facttopicfairy talediagram
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
about unknown words in a text. [2 lessons] RI.K.6 Name the author and illustrator of a text and define the
role of each in presenting the ideas or information in a text. [1 lesson]
RI.K.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). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [3 lessons]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [3 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
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...). [3 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
Vocabulary Strategy: Inflectional Ending -edHigh Frequency WordsareOral Vocabulary WordsdevelopamazingcontentenormousimagineCategory WordsTree Parts
PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial), Phoneme Blending (medial), Phoneme SegmentationPhonics: /e/e (initial/medial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /h/h, /i/i, /m/m, /n/n, /o/o, /p/p, /s/s, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Expression
WritingWriting Trait:Organization
Grammar Skill: Pronouns
Weekly Writing Focus: Write an Opinion About a Book
Research & InquiryWeekly Project:
How do trees change as they grow?
Handwriting – Practice
Technology – Go Digital!
L.K.1.F Produce and expand complete sentences in shared language activities. [1 lesson]
L.K.2.C Write a letter or letters for most consonant and short-vowel sounds (phonemes). [1 lesson]
L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [1 lesson]
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson]
L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. [2 lessons]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [14 lessons]
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [6 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [3 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [9 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [12 lessons]
RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [11
Week 3:Weekly Concept
Fresh from the Farm
Essential Question: What kinds of things grow on a farm?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: "Farms Around the World"Genre: Informational TextStrategy: Reread
Literature Big Books, Paired SelectionMain Selection Title: An Orange in JanuaryGenre: Informational TextStrategy: RereadSkill: Main Topic and Key DetailsPaired Selection Title: “Farmers’ Market”Genre: Informational TextText Feature: Lists
Reading/Writing WorkshopComprehensionShort Text: “Ron With Red”Genre: Fiction
Leveled ReadersStrategy: RereadSkill: Main Topic and Key DetailsMain SelectionGenre: Informational TextTitles: A: The FarmerO: Let’s Make a Salad!E: Let’s Make a Salad!B: Farm Fresh Finn
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment PlanSTAR Early Literacy
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [2 lessons]
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [4 lessons]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [2 lessons]
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. [3 lessons]
RI.K.9 With prompting and support, identify basic similarities in
and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [3 lessons]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [4 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [3 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [3 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and
Access Complex Text (ACT)Literature Big Book: Sentence structure
LanguageVocabularyAcademic Words:rereadlists
Vocabulary Strategy: Context CluesHigh Frequency WordswithheOral Vocabulary WordsfreshdeliciousbeneathraisespecialCategory WordsFood words
PhonicsPhonological/Phonemic Awareness: Recognize RhymePhonemic Awareness: Phoneme Isolation (initial, both letters), Phoneme Blending, Phoneme AdditionPhonics: /f/f, /r/r (initial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /e/e, /h/h, /i/i, /o/o, /m/m, /n/n, /p/p, /s/s, /t/tFluency SkillSound-Spelling and Word Automaticity; Intonation; Phrasing
WritingWriting Trait: Organization
suggestions from peers. (e.g. adding details). [2 lessons] W.K.7 Participate in shared research and writing projects (e.g.,
explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Grammar Skill: Pronouns
Weekly Writing Focus: Write Story Sentences
Research & InquiryWeekly Project: How do fruits and vegetables grow?
Handwriting – Practice
Technology – Go Digital!
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 6: Weather for All Seasons
Time Frame: 3 Weeks
Description: The Big Idea: How do weather and seasons affect us?Unit 6 Comprehension Skills and Strategies: visualize, key details, sequenceVocabulary Strategies: context clues, shades of meaning, question words, academic words, high frequency words, oral vocabulary Writing: voice, write an opinion, write a personal narrative
Standards Topics Activities Resources Assessment L.1.1.B Use common, proper, and possessive nouns. [1 lesson] L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.C Form regular plural nouns orally by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes). [4 lessons] L.K.2.B Recognize and name end punctuation. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-
Week 1Weekly Concept: The Four Seasons
Essential Question: How are the seasons
ReadingRead AloudTitle: “A Tour of the Seasons”Genre:Informational Text
Grade K, Wonders, McGraw-Hill, 2014
Your Turn
*Benchmark*See District Benchmark Assessment Plan&
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [2 lessons] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories represent. [1 lesson]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [3 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [1 lesson]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [5 lessons]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [18 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [4 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-
sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [8 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [12 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9
lessons] RI.K.10 Actively engage in group reading activities with
purpose and understanding. [1 lesson] RL.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [8 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [5 lessons]
different?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Strategy: Visualize
Literature Big Books, Paired SelectionMain Selection Title: Mama, Is It Summer Yet?Genre: FictionStrategy: VisualizeSkill: Key Details (Sequence)Paired Selection Titles: "New Snow," "Rain Song," "Covers," excerpt from "Honey, I Love You" Genre: PoetryLiterary Element: Rhyme
Reading/Writing WorkshopComprehensionShort Text: “Is It Hot?” Genre: Nonfiction
Leveled ReadersStrategy: VisualizeSkill: Key Details (Sequence)Main SelectionGenre: FictionTitles: A: It Is Hot! O: Little BearE: Little BearB: Ant and Grasshopper
Access Complex Text (ACT)Literature Big Book: Organization
LanguageVocabularyAcademic Words:pluralpattern
Vocabulary Strategy: Context Clues (multiple-meaning words, unknown
Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
K-5 ELA Assessment Plan
STAR Early Literacy
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [3 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with
purpose and understanding. [1 lesson] SL.K.1 Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [5 lessons]
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...). [2 lessons]
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. [2 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall
phrases)
High Frequency WordsislittleOral Vocabulary WordsweatherseasonsmigrateactivespotCategory WordsSeasons
PhonicsPhonological/Phonemic Awareness: Onset and Rime Segmentation, Phoneme Isolation, Phonome Blending, Phoneme SegmentationPhonics: /b/b (initial/final), /l/l (initial)Consonant/Vowel Review:/a/a, /k/c, /d/d, /e/e, /f/f, /h/h, /i/i, /o/o, /m/m, /n/n, /p/p, /r/r, /s/s, /t/tExtend: final double letters, -llFluency Skill
Sound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Voice
Grammar Skill: Nouns
Weekly Writing Focus: Write Opinion Sentences
Research & InquiryWeekly Project:
information from experiences or gather information from provided sources to answer a question. [1 lesson]
What do we do in different seasons?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.C Form regular plural nouns orally by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes). [5 lessons] L.K.2.B Recognize and name end punctuation. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [2 lessons] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [5 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.1 Demonstrate understanding of the organization and
basic features of print. [2 lessons] RF.K.2.A Recognize and produce rhyming words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [17 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [4 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [9 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [13 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [2 lessons]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [10
lessons]
Week 2Weekly Concept: What's the Weather?
Essential Question: What happens in different kinds of weather?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: “The Frog and the Locust”Genre: FolktaleStrategy: Visualize
Literature Big Books, Paired SelectionMain Selection Title: RainGenre: FantasyStrategy: VisualizeSkill: Key Details (Sequence)Paired Selection Title: “Cloud Watch”Genre:Informational TextText Feature: Speech Bubbles
Reading/Writing WorkshopComprehensionShort Text: "Kim and Nan"Genre: Fiction
Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: Fiction
Titles: A: The RainO: Weather Is FunE: Weather Is FunB: Kate and Tuck
Access Complex Text (ACT)
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See K-5 ELA Assessment Plan
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [7 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [5 lessons]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [1 lesson]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [2 lessons]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
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. [3 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
Literature Big Book: Lack of Prior Knowledge
LanguageVocabularyAcademic Words:narrativefolktalespeech bubblesdialogue
Vocabulary Strategy: Shades of Meaning
High Frequency WordsshewasOral Vocabulary WordspredicttemperaturedroughtcleverstormCategory WordsWeather Words
PhonicsPhonological/Phonemic Awareness:Recognize Rhyme,Phoneme Isolation,Phoneme Blending,Phoneme SegmentationPhonics: /k/k (initial), /k/ck(final)Consonant/Vowel Review:/a/a, /b/b, /k/c, /d/d, /e/e, /h/h, /i/i, /l/l, /o/o, /m/m, /n/n, /p/p, /s/s, /t/t
Fluency SkillSound-Spelling and Word Automaticity; Expression; Intonation
WritingWriting Trait: Voice
Grammar Skill: Nouns
Weekly Writing Focus: Write a Personal Narrative
Research & InquiryWeekly Project:
How can you observe how strong the wind blows?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.C Form regular plural nouns orally by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes). [5 lessons] L.K.2.B Recognize and name end punctuation. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [5 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [1 lesson] RF.K.1 Demonstrate understanding of the organization and
basic features of print. [2 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). [4 lessons]
Week 3Weekly Concept: Stormy Weather
Essential Question: How can you stay safe in bad weather?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
ReadingRead AloudTitle: "Rainbow Crow"Genre: MythStrategy: Visualize
Literature Big Books, Paired SelectionMain Selection Title: Waiting Out the StormGenre: FictionStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Be Safe in Bad Weather”Genre:Informational TextText Feature: Directions
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
STAR Early Literacy
RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. [1 lesson]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [12 lessons]
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [8 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [3 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [8 lessons]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [2 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [11 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [10
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [8 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [4 lessons]
RL.K.4 Ask and answer questions about unknown words in a text. [1 lesson]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [1 lesson]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.9 With prompting and support, compare and contrast the
Research and Inquiry
Handwriting
Technology
Reading/Writing WorkshopComprehensionShort Text: "Mack and Ben"Genre: Fiction
Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: FictionTitles: A: Bad WeatherO: Getting ReadyE: Getting ReadyB: The Storm
Access Complex Text (ACT)Literature Big Book: Sentence
Structure
LanguageVocabularyAcademic Words:purposereportmyth
Vocabulary Strategy: Question Words
High Frequency Wordsareheislittlemyshewaswith
adventures and experiences of characters in familiar stories. [2 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [3 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen
writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Oral Vocabulary WordssafepreparenoticecelebrationenoughCategory WordsQuestion wordsPhonicsPhonological/Phonemic Awareness: Recognize Alliteration, Phoneme Identity, Phoneme Blending, Phoneme AdditionPhonics: /h/h, /e/e, /f/f, /r/r, /b/b, /l/l, /k/k, /k/ck
Fluency Skill-Sound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Voice
Grammar Skill: Nouns
Weekly Writing Focus: Write a Weather Report
Research & InquiryWeekly Project: What are some ways to stay safe in bad weather?
Handwriting – Practice
Technology – Go Digital!
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 7: The Animal Kingdom
Time Frame: 3 WeeksDescription: The Big Idea: What are different kinds of animals?Unit 7 Comprehension Skills and Strategies: reread, connections w/text (compare & Contrast), predictions, visualize, key details Vocabulary Strategies: compound words, prepositions, question words, academic words, high frequency words, oral vocabulary Writing: word choice, voice, write an explanatory sentence, write a weather report
Standards Topics Activities Resources Assessment L.K.1.B Use frequently occurring nouns and verbs. [7 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [4 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). [1 lesson]
Week 1Weekly Concept:
Baby Animals
Essential Question: How are some
animals alike and how are they
different?
ReadingTitle: “Baby Farm Animals”Genre:Informational TextStrategy: Reread
Literature Big Books, Paired SelectionMain Selection Title: Zoo Borns!
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connecte
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment Plan
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [1 lesson]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [15 lessons]
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [2 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [3 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [5 lessons]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [5 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [11 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [11
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [4 lessons]
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. [4 lessons]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [1 lesson]
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. [4 lessons]
RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [2 lessons]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
RL.K.4 Ask and answer questions about unknown words in a
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Genre: Informational TextStrategy: RereadSkill: Connections Within Text (Compare and Contrast)Paired Selection Title: "Mischievous Goat," "Over in the Meadow," "Kitty Caught a Caterpillar"Genre: PoetryLiterary Element: Alliteration
Reading/Writing WorkshopComprehensionShort Text: “A Pup and a Cub” Genre: Nonfiction
Leveled ReadersStrategy: Reread
Skill: Connections Within Text (Compare and Contrast)
Main SelectionGenre: Informational Text
Titles: A: Two CubsO: Animal BodiesE: Animal BodiesB: Two Kinds of Bears
Access Complex Text (ACT)Literature Big Book: Lack of Prior
Knowledge
LanguageVocabularyAcademic Words: samedifferentverbinquiry
d.mcgraw-hill.com
Gloucester Township Share Network
STAR Early Literacy
text. [1 lesson] RL.K.5 Recognize common types of texts (e.g., storybooks,
poems). [2 lessons] RL.K.6 With prompting and support, name the author and
illustrator of a story and define the role of each in telling the story. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. [1 lesson]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [3 lessons]
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. [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
Vocabulary Strategy: Compound Words
High Frequency WordsforhaveOral Vocabulary Wordsappearancebehaviorexercisewanderplenty
Category WordsAnimal Parts
PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial), Phonome Blending, Phoneme DeletionPhonics: /u/u (initial/medial)
Consonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /f/f,/h/h, /i/i, /k/k, /l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t
Fluency SkillSound-Spelling and Word
Automaticity; Expression; Intonation
WritingWriting Trait: Word Choice
Grammar Skill: Verbs
Weekly Writing Focus: Write an Animal Card
Research & InquiryWeekly Project:
What features do animals have?Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.A Sort common objects into categories (e.g., shapes,
foods) to gain a sense of the concepts the categories represent. [1 lesson]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [4 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.1 Demonstrate understanding of the organization and basic features of print. [2 lessons]
RF.K.2.A Recognize and produce rhyming words. [3 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [13 lessons]
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [7 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [3 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [9 lessons]
RF.K.3.B Associate the long and short sounds with common spellings (graphemes) for the five major vowels. [1 lesson]
RF.K.3.C Read common high-frequency and sight words with automaticity. [11 lessons]
RF.K.3.D Distinguish between similarly spelled words by
Week 2Weekly Concept: Pet Pals?
Essential Question: How do you take care of different kinds of pets?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: “The Family Pet" Genre: Informational TextStrategy: Make Predictions
Literature Big Books, Paired SelectionMain Selection Title:The Birthday PetGenre: FictionStrategy: Make, Confirm, and Revise PredictionsSkill: Character, Setting, Plot (Problem and Solution)Paired Selection Title: “The Perfect Pet”Genre: FictionText Feature: Chart
Reading/Writing WorkshopComprehensionShort Text: “I Hug Gus!”Genre: Fiction
Leveled ReadersStrategy: Make. Confirm, and Revise PredictionsSkill: Character, Setting, PlotMain SelectionGenre: Fiction
Titles:
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See K-5 ELA Assessment Plan
identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [9
lessons] RI.K.10 Actively engage in group reading activities with
purpose and understanding. [1 lesson] RL.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [5 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [4 lessons]
RL.K.5 Recognize common types of texts (e.g., storybooks, poems). [2 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [1 lesson]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [3 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [3 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen
A: My CatsO: Their PetsE: Their PetsB: Will’s Pet
Access Complex Text (ACT)Literature Big Book: Organization
LanguageAcademic Words: explainprediction
Vocabulary Strategy: Prepositions
High Frequency Wordsofthey
Oral Vocabulary WordsresponsibilitytraindependcomparedsocialCategory WordsPet Words
PhonicsPhonological/Phonemic Awareness: Recognize and Generate Rhyme, Phoneme Isolation (initial/final g; initial w), Phoneme Blending, Phoneme SubstitutionPhonics: /g/g (initial/final), /w/w (initial)Extend: l-blends; sl, gl, clConsonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /f/f, /h/h, /i/i, /l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t, /u/u
writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [2 lessons]
Fluency SkillSound-Spelling and Word Automaticity; Expression; Intonation
WritingWriting Trait: Word Choice
Grammar Skill: Verbs
Weekly Writing Focus: Write an Explanatory
Research & InquiryWeekly Project:
How do you take care of a pet?
Handwriting – Practice
Technology – Go Digital!
L.K.1.B Use frequently occurring nouns and verbs. [6 lessons] L.K.1.D Understand and use question words (interrogatives)
(e.g., who, what, where, when, why, how). [5 lessons] L.K.2.B Recognize and name end punctuation. [1 lesson]
L.K.2.C Write a letter or letters for most consonant and short- vowel sounds (phonemes). [1 lesson]
L.K.2.D Spell simple words phonetically, drawing on knowledge of sound-letter relationships. [1 lesson]
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. [1 lesson]
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [5 lessons]
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [2 lessons]
RF.K.1 Demonstrate understanding of the organization and basic features of print. [2 lessons]
RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words. [3 lessons]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [13 lessons]
Week 3Weekly Concept: Stormy Weather
Essential Question: How can you stay safe in bad weather?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
ReadingRead AloudTitle: "Rainbow Crow"Genre: MythStrategy: Visualize
Literature Big Books, Paired SelectionMain Selection Title: Waiting Out the StormGenre: FictionStrategy: VisualizeSkill: Key Details (Use Illustrations)Paired Selection Title: “Be Safe in Bad Weather”Genre:Informational TextText Feature: Directions
Reading/Writing WorkshopComprehensionShort Text: "Mack and Ben"
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
STAR Early Literacy
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [7 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [4 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [9 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [12 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [10
lessons] RI.K.3 With prompting and support, describe the connection
between two individuals, events, ideas, or pieces of information in a text. [1 lesson]
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [5 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [1 lesson]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [3 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [2 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
SL.K.1 Participate in collaborative conversations with diverse
Technology Genre: Fiction
Leveled ReadersStrategy: VisualizeSkill: Key DetailsMain SelectionGenre: FictionTitles: A: Bad WeatherO: Getting ReadyE: Getting ReadyB: The Storm
Access Complex Text (ACT)Literature Big Book: Sentence
Structure
LanguageVocabularyAcademic Words:purposereportmyth
Vocabulary Strategy: Question Words
High Frequency WordsareheislittlemyshewaswithOral Vocabulary Wordssafepreparenoticecelebrationenough
partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. [1 lesson]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen
writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [4 lessons]
Category WordsQuestion words
PhonicsPhonological/Phonemic Awareness: Recognize Alliteration, Phoneme Identity, Phoneme Blending, Phoneme AdditionPhonics: /h/h, /e/e, /f/f, /r/r, /b/b, /l/l, /k/k, /k/ck
Fluency Skill-Sound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Voice
Grammar Skill: Nouns
Weekly Writing Focus: Write a Weather Report
Research & InquiryWeekly Project: What are some ways to stay safe in bad weather?
Handwriting – Practice
Technology – Go Digital!
Gloucester Township Public SchoolsEnglish Language Arts Grade K –Unit 8: From Here to There
Time Frame: 3 Weeks
Description: The Big Idea: Where can you go that is near and far?Unit 8 Comprehension Skills and Strategies: predictions, story elements, reread, main topic & key detailsVocabulary Strategies: context clues, synonyms, similes, academic words, high frequency words, oral vocabulary Writing: sentence with prepositions, personal narrative, write a travel poster, write a counting book
Standards Topics Activities Resources Assessment L.K.1.B Use frequently occurring nouns and verbs. [1 lesson] L.K.1.E Use the most frequently occurring prepositions (e.g., to,
from, in, out, on, off, for, of, by, with). [6 lessons] L.K.2.A Capitalize the first word in a sentence and the pronoun
I. [2 lessons]
Week 1Weekly Concept: On
the Move
Essential Question:
ReadingTitle: “The King of the Winds”Genre: TaleStrategy: Make Predictions
Grade K, Wonders, McGraw-Hill, 2014
*Benchmark*See District Benchmark Assessment Plan
L.K.2.B Recognize and name end punctuation. [2 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [4 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.2.C Blend and segment onsets and rimes of single-
syllable spoken words. [4 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [19 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [4 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-
sound correspondences by producing the primary or many of the most frequent sound for each consonant. [9 lessons]
RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). [11 lessons]
RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [8
lessons] RI.K.3 With prompting and support, describe the connection
between two individuals, events, ideas, or pieces of information in a text. [1 lesson]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [8 lessons]
RL.K.2 With prompting and support, retell familiar stories, including key details. . (e.g., who, what, where, when, why, how). [4 lessons]
RL.K.3 With prompting and support, identify characters, settings, and major events in a story. [4 lessons]
What can help you go from here to there?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Literature Big Books, Paired SelectionMain Selection Title: When Daddy’s Truck Picks Me UpGenre: FictionStrategy: Make, Confirm, and Revise PredictionsSkill: Character, Setting, Plot (Use Illustrations)Paired Selection Title: “From Here to There”Genre: NonfictionText Feature: Headings
Reading/Writing WorkshopComprehensionShort Text: “Dad Got a Job” Genre: Fiction
Leveled ReadersStrategy: Make, Confirm, and Revise PredictionsSkill: Character, Setting, Plot
Main SelectionGenre: FictionTitles: A: I Go PlacesO: Run, Quinn!E: Run, Quinn!B: Going to Gran’s House
Access Complex Text (ACT)Literature Big Book: Organization
LanguageVocabularyAcademic Words: prepositionorderheadings
Vocabulary Strategy: Context Clues
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
&K-5 ELA Assessment Plan
STAR Early Literacy
RL.K.4 Ask and answer questions about unknown words in a text. [2 lessons]
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. [1 lesson]
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. [2 lessons]
RL.K.10 Actively engage in group reading activities with purpose and understanding. [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
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. [5 lessons]
W.K.5 With guidance and support from adults, strengthen writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [1 lesson]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
High Frequency WordsheremeOral Vocabulary Wordstransportationvehiclejourneyfiercewide
Category WordsVehicles
PhonicsPhonological/Phonemic Awareness: Onset and Rime Blending, Phoneme Isolation (initial j, qu), Phonome Blending, Phoneme Segmentation
Phonics: /j/j, /kw/qu (initial)Consonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /f/f, /g/g, /h/h, /i/i, /l/l, /m/m, /n/n, /o/o, /p/p, /r/r, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/x
Fluency SkillSound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Sentence Fluency
Grammar Skill: Sentences with Prepositions
Weekly Writing Focus: Write a Personal Narrative
Research & InquiryWeekly Project:
What are different ways to travel?
Handwriting – Practice
Technology – Go Digital!
L.K.1.E Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). [6 lessons]
L.K.2.A Capitalize the first word in a sentence and the pronoun I. [4 lessons]
L.K.2.B Recognize and name end punctuation. [5 lessons] L.K.2.C Write a letter or letters for most consonant and short-
vowel sounds (phonemes). [1 lesson] L.K.2.D Spell simple words phonetically, drawing on
knowledge of sound-letter relationships. [1 lesson] L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings. [1 lesson] L.K.5.C Identify real-life connections between words and their
use (e.g., note places at school that are colorful). [4 lessons] L.K.6 Use words and phrases acquired through conversations,
reading and being read to, and responding to texts. [2 lessons] RF.K.2 Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). [2 lessons] RF.K.2.A Recognize and produce rhyming words. [2 lessons] RF.K.2.D Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [12 lessons]
RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. [7 lessons]
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. [4 lessons]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [9 lessons]
RF.K.3.C Read common high-frequency and sight words with automaticity. [11 lessons]
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. .(e.g. nap and tap; cat and cot). [1 lesson]
RF.K.4 Read emergent-reader texts with one-to-one correspondence to develop fluency and comprehension skills.
Week 2Weekly Concept: My U.S.A.
Essential Question: What do you know about our country?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: “The Best of the West”Genre: Informational TextStrategy: Reread
Literature Big Books, Paired SelectionMain Selection Title: Ana Goes to Washington, D.C.Genre: Informational TextStrategy: RereadSkill: Main Topic and Key DetailsPaired Selection Title: “See Our Country”Genre: NonfictionText Feature: Captions
Reading/Writing WorkshopComprehensionShort Text: “Pack a Bag!”Genre: FictionLeveled ReadersStrategy: RereadSkill: Main Topic and Key DetailsMain SelectionGenre: Informational Text
Titles: A: See This!O: Places to SeeE: Places to SeeB: My Trip to Yellowstone
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See K-5 ELA Assessment Plan
A. Read emergent-readers with purpose and understanding. B. Read grade level text for the purpose and understanding. [12
lessons] RI.K.1 With prompting and support, ask and answer questions
about key details in a text. . (e.g., who, what, where, when, why, how). [5 lessons]
RI.K.2 With prompting and support, identify the main topic and retell key details of a text. [5 lessons]
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. [1 lesson]
RI.K.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). [1 lesson]
RI.K.10 Actively engage in group reading activities with purpose and understanding. [2 lessons]
RL.K.1 With prompting and support, ask and answer questions about key details in a text. . (e.g., who, what, where, when, why, how). [3 lessons]
RL.K.2 With prompting and support, retell familiar stories,
including key details. . (e.g., who, what, where, when, why, how). [1 lesson]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. [2 lessons]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [3 lessons]
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. [3 lessons]
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. [1 lesson]
W.K.5 With guidance and support from adults, strengthen
Access Complex Text (ACT)Literature Big Book: Genre
LanguageAcademic Words:historytext
Vocabulary Strategy: Synonyms
High Frequency WordsthiswhatOral Vocabulary WordscountrytravelcarefulpurposeconnectCategory WordsOrdinal Numbers
PhonicsPhonological/Phonemic Awareness: Generate Rhyme, Phoneme Identity, Phoneme Blending, Phoneme Substitution
Phonics: /y/y, /z/z (initial)
Consonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /g/g, /h/h, /i/i, /k/k, /m/m, /n/n, /o/o, /p/p, /kw/qu, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/xFluency SkillSound-Spelling and Word Automaticity; Expression
WritingWriting Trait: Sentence Fluency
Grammar Skill: Sentences with
writing through response and self-reflection using questions and suggestions from peers. (e.g. adding details). [2 lessons]
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). [2 lessons]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Prepositions
Weekly Writing Focus: Write a Travel Poster
Research & InquiryWeekly Project:
What would you like to find out about in our country?
Handwriting – Practice
Technology – Go Digital!
L.K.5.C Identify real-life connections between words and their use (e.g., note places at school that are colorful). [1 lesson]
RF.K.2.D Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) [1 lesson]
RF.K.3.A Demonstrate basic knowledge of one-to-one letter-
sound correspondences by producing the primary or many of the most frequently used sounds of each consonant. [3 lessons]
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [1 lesson]
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. [2 lessons]
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). [1 lesson]
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [1 lesson]
Week 3Weekly Concept: Look to the Sky
Essential Question: What do you see in the sky?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingRead AloudTitle: “A View from the Moon”Genre: Informational TextStrategy: Make Predictions
Literature Big Books, Paired SelectionMain Selection Title: Bringing Down the MoonGenre: FictionStrategy: Make Confirm, Revise PredictionsSkill: Character Setting, Plot (Problem and Solution)
Paired Selection Title: “Day and Night Sky”Genre: Informational TextText Feature: Headings
Reading/Writing WorkshopComprehensionShort Text: “Up! Up! Up!”Genre: NonfictionLeveled ReadersStrategy: Make, Confirm, and Revise
Grade K, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan&K-5 ELA Assessment PlanSTAR Early Literacy
PredictionsSkill: Character, Setting, Plot (Problem and Solution)Main SelectionGenre: Fantasy
Titles: A: Going UpO: In the CloudsE: In the CloudsB: How Sun and Moon Found Home
Access Complex Text (ACT)Literature Big Book: Sentence
Structure
LanguageVocabularyAcademic Words:prepositional phrase
Vocabulary Strategy: Similes
High Frequency WordsforhavetheyofsaidwantheremethiswhatOral Vocabulary WordsdistancerecognizespacechallengesurfaceCategory WordsOpposites
PhonicsPhonological/Phonemic Awareness: Onset and Rime Segmentation, Phoneme Identity, Phoneme Categorization, Phoneme AdditionPhonics: /u/u, /g/g, /w/w, /x/x, /v/v, /j/j, /k/qu, /z/zConsonant/Vowel Review: /a/a, /b/b, /k/c, /k/ck, /d/d, /e/e, /g/g, /h/h, /i/i, /k/k, /m/m, /n/n, /o/o, /p/p, /kw/qu, /s/s, /t/t, /u/u, /v/v, /w/w, /ks/x, /y/y, /z/zFluency Skill-Sound-Spelling and Word Automaticity; Expression
WritingWriting Trait:
Sentence Fluency
Grammar Skill:Sentences with Prepositions
Weekly Writing Focus: Write a Counting Book
Research & InquiryWeekly Project: What can you see in the sky during the day and at night?
Handwriting – Practice
Technology – Go Digital!
Appendix A Adaptations for Special Education Students, English Language Learners, and
Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language
Leaners (Appendix E)
APPENDIX B
Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming,
1987)
Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning
styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.
It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.
Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons
Watch videos to learn information and concepts
Encourage students to visulaize events as they read
Study using flash cards
Model by demonstrating tasks or showing a finished product
Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally
Present information and directions verbally or encourage students to read directions aloud to themselves.
Utilize read alouds
Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events
Trace words/sounds on paper, sand, or water
Use manipulatives
Allow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan
work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
APPENDIX CUniversal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models
Present a power point presentation.
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size
Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts.
Provide written notes
Make predictions
Graphic organizers and concept maps
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose ExamplesTo provide materials that all learners can physically utilize
Use of computers to type when available
Provide help with cutting, pasting, or other physical tasks
Preferential or alternate seating
Provide assistance with organization
Strategy #5: Options for expression and communication
Purpose ExamplesTo allow the learner to express their knowledge in different ways
Allow oral responses or presentations
Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics
Modeling skills and tasks
Utilize checklists
Give examples of desired finished product
Chunk longer assignments into manageable parts
Teach and practice organizational skills
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments
Use colorful and interesting designs, layouts, and graphics on written documents
Use games, challenges, or other motivating activities
Provide positive reinforcement for effort
Strategy #8: Options for sustaining effort and persistence
Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson
Utilize collaborative learning
Incorporate student interests into lesson
Praise growth and effort
Recognition systems
Behavior plansStrategy #9: Options for self-regulation
Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control
Self-monitored behavior plans using logs, records, journals, or checklists
Ask students to reflect on behavior and effort
Appendix D Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest
And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for AccommodationHigh Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given
incomplete informationTiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory Allow student maximum freedom to plan, based
on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process
involved throughout the study
Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.
Allow gifted students to work independently using a contract for goal setting and accountability
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments Allow students who complete work or have
mastered skills to complete enrichment activities
Appendix E English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).
K-2
Beginning Level: Preproduction (Newcomers)
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Ask questions that require yes or no, or 1-3 word answers
Grade progress
K-2
Early Production (ELLs who have been in the United States between 1-2 years)
Use simplified, abbreviated text material
Provide continued listening activities and visuals
Use photo albums
Allow role playing
Supply create ideas workbook
Use simple word to ask questions
At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response
Allow extra time to complete tests
Modify number and length of the assignments
Use of word bank all the time to help them
Oral presentations
Projects instead of reports based on learning style of student
K-2
Intermediate Level:
Allow extra time to complete tests. Use short written or verbal measures frequently
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative
Grades 3-5
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Use short written or verbal measures frequently
Increase amount of time for test
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative