k grade year at a glance - lake county · k grade year at a glance 2013-2014 ... year using...

K Grade Year at a Glance 2013-2014

Academic Services Unit

* Students should

engage in CV

nonsense word

building beginning

in Unit 2,

progressing to

CVC word

blending by Unit 7

then CVCe word

blending by Unit

22

*Standards 1, 4, 5,

6 and 10 will be

taught the entire

year using

Informational and

Literary Reading

Strands

I extended text

with 3-4 short text

connections per

unit

Students will

engage in complex

text read alouds

Quarter Date

Blu

ep

rin

t

Un

it #

Reading Comprehension

Focus

Phonics

Wonders Connection

U=Unit W=Week

Writing Process Focus

High Frequency Word

1st 8-19-13 Routines/Procedures/Pre-Assessments Smart Start I

8-26-13 1 RL1/RL7/RI1/RI7 Mm,Ss U1W1/U1W3 W3/W7 The, can

9-2-13 2 RL1/RL2/RL6 Aa* U1W2/U1W3 W1/W7 We, see

9-9-13 3 RI1/RI7/RI3 Pp,T t U2W1/ U2W2 W2W7 A, like

9-16-13 4 RL2/RL9/RL5 Review U2W3 W3/W5 Review

9-23-13 5 RL1/RL2/RL3 Ii U3W1 W2/W5 to

9-30-13 6 RL1/RL2 STEM Nn, Final ss/tt U3W2 W3/W5 and

10-7-13 7 RL1/RL3/RL9 C,c initial* U3W3 W1/W5 go

10-14-13 Reteach/Extend

2nd 10-21-13 8 RI5/RI7/RI8 Oo U4W1 W2/W8 you

10-28-13 9 RL1/RL3/RL7 Dd, Hh U4W2/U5W1 W3/W7 Do, my

11-4-13 10 RI6/RI2/RI9 Review U4W3 W2/W8 Review

11-11-13 11 RI1/RI2/RI9 Ee U5W2 W1/W5 Are, that

11-18-13 12 RI1/RI8/RI7 STEM Ff, Rr U5W3 W2/W8 With, he

11-25-13 Thanksgiving Break

12-2-13 13 RL1/RL2/RL7 Bb, Ll, Final LL U6W1 W1/W5 Is, little

12-9-13 14 RL1/RL2/RL3 Kk, CK U6W2 W3/W6 She, was

12-16-13 15 RL1/RL4/RL2 Review U6W3 W2/W5 Review

12-23-13 Christmas Break

1-6-14 16 RI3/RI9/RI7 Uu U7W1 W2/W8 For, have, red


3rd 1-20-14 17 RL1/RL7 Gg, Ww, L blend U7W2 W2/W7 Of, they, blue

1-27-14 18 RL1/RL2 Xx, Vv U7W3 W1/W8 Said, want

2-3-14 19 RL1/RL3/RL9 Jj, Qu, qu U8W1 W3/W6 Here, me, down

2-10-14 20 RI1/RI2/RI8 Yy, Zz U8W2 W2/W8 This, what, green

2-17-14 21 RL1/RL3/RL9 Review U8W3 W3W6 Review

2-24-14 22 RL1/RL3/RL9 Ā, a_e, Sh* U9W1 W1/W5 Help, Too, yellow

3-3-14 23 RL1/RL3 Ī, i_e, Ch U9W2 W3W7 Has, play, white

3-10-14 24 RI1/RI2/RI8 STEM Ō, o_e U9W3 W2/W6 Where, look , orange


3-24-13 Spring Break

4th 3-31-14 25 RL3/RL7/RL9 Ū, u_e U10W1 W3/W5 Good, who, black, one, two

4-7-14 26 RL2/RL7 Ē, ee, e_e, Th, U10W2 W3/W6 Come, does, brown, purple, three, four

4-14-14 27 RI2/RI7/RI3 Ā, Ē, Ī, Ō, Ū U10W3 W1/W8 Review

4-21-14- 5-2-14

28 RI3/RI8/RI9/STEM Ā, Ē, Ī, Ō, Ū SUPPLEMENT W1 Five, six, seven, eight, nine, ten

5-5-14- 5-23-14

29 RI3/RI8/RI9 Ā, Ē, Ī, Ō, Ū SUPPLEMENT W1/W6 Review

5-26-14 6-2-14

Reteach/Extend

Speaking and Listening LACC.K.SL.1-6

Confirm understandings Participate in collaborative discussions Report findings

Foundational Reading Skills LACC.K.RF.1-4:

Address basic print features,

spoken words, syllables, sounds,

phonics, word recognition, and

fluency

Language LACC.K.L.1, 2, 4, 5, 6

Study and apply grammar and vocabulary

in speaking and writing

Time Allowed:

1 Week

1st Quarter

2013-2014 Curriculum Blueprint Grade: Kindergarten Course: ELA

Unit 1: Key Details in Print and Visual Text

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Mm,Ss High Frequency Word Focus: The, I, can Key Vocabulary: details questions ask answer text illustrations illustrator author picture 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively

engage in group reading activities with

purpose and understanding.

1. Multiple Readings for different purposes 2. Text Marking & Annotation 3. Text-dependent questions generated by

teachers and students 4. Structured discourse strategically planned

around the text 5. Writing and presentation opportunities for

students Bellringer:

Learning Goal: Students will identify key details in print and visual text to comprehend the meaning of text. Objectives: Students will be able to:

Identify key details of a text

Ask questions about key details in a text

Identify purpose of illustrations

Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.1: With prompting and support, ask

and answer questions about key details in a text.

LACC.K.RL.3.7: 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).

LACC.K.RI.1.1: With prompting and support, ask


LACC.K.RI.3.7: With prompting and support,


and the text in which they appear (e.g., what

person, place, thing, or idea in the text an

illustration depicts).

Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: 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.

LACC.K.W.3.7: Participate in shared research

and writing projects (e.g., explore a number of

Essential Content & Understanding:

Reading Strand

LACC.K.RL.1.1/ LACC.K.RI.1.1

Knowledge:



Answer questions about key details in a

text

LACC.K.RL.3.7/ LACC.K.RI.3.7

Knowledge:

Identify illustrations and text

Reasoning:

Describe people, places and things

illustrations depict

Describe ideas illustrations depict

Describe the relationships between

illustrations

Writing Strand

Routine writing occurring daily with response

to text, writing-to-learn tasks, summaries,

journal entries.

LACC.K.W.1.3 Knowledge:

Choose a single event to discuss Reasoning: Distinguish between relevant and

irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains:

Essential Questions: How do the words and illustrations work together to help me understand what I read?

How does asking questions while I read help me

understand what I read?

Resources/Links: (Suggested Text Options) Wonders: Unit 1 Week 1/ Unit 1 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning How does each illustration give clues about

the characters, setting, or events in the story? How does the information provided by the

illustration compare to the information provided by the words in the text?

What details can we gather about the characters and setting using the text and illustrations?

Who, what, where, when questions Who was is in the story? What was this about? What happened next? Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? After looking at the picture, what do you

think will happen next? Why do you think the illustrator drew this

http://www.cpalms.org/Standards/PublicPreviewBenchmark5672.aspx






http://www.lake.k12.fl.us/cms/lib05/FL01000799/Centricity/Domain/5061/ASU%20Leadership%20Academy%202013/LDC_Template-Tasks-Grades%20K-2.pdf

Time Allowed:

1 Week

1st Quarter


Unit 1: Key Details in Print and Visual Text

books by a favorite author and express opinions

about them).

Reading Foundation:

LACC.K.RF.1-4:

Address basic print features, spoken words,

syllables, sounds, phonics, word recognition,

and fluency

Language Strand: LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in

speaking and writing

Speaking/Listening Strand: LACC.K.SL.1-6 Confirm understandings Participate in collaborative discussions Report findings

relevant details a logical sequence of events a reaction

LACC.K.W.3.7 Knowledge: Identify sources and tools for shared

research Reasoning: Determine appropriate sources and tools to

conduct shared research Participate in shared research and writing

projects

picture? What can you learn about ___character’s

name___ by looking at the pictures? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments

http://web.ccsd.k12.wy.us/techcurr/core/ccsstech_k.HTML

http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx


http://ccelafa.fldoe.org/access/home.do

Time Allowed:

1 Week

1st Quarter


Unit 2: Key Details and Main Idea


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Aa* High Frequency Word Focus: We, see Key Vocabulary: details retell main events story problem beginning, middle, end character resolution solve sequence 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively







Learning Goal:

Students will identify and use key details to retell the story.

Objectives:

Students will be able to:



Answer questions about key details in a text

Retell a familiar story including key details

Name the author and illustrator

Define author and illustrator purpose




retell familiar stories, including key details.


name the author and illustrator of a story and

define the role of each in telling the story.


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...).




about them).


Reading Foundation Strand

Blend and segment two phonemes orally

Build CV nonsense word using

manipulatives

Read CV nonsense words

Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.2

Knowledge:

Identify key details of a story

Retell a familiar story including key

details

LACC.K.RL.2.6

Knowledge:


Define author purpose

Define illustrator purpose

Writing Strand



Essential Questions:

How do I gather information about a story?

How do I determine the key events in a story?

Resources/Links: (Suggested Text Options) Wonders: Unit 1 Week 2/Unit 1 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What information tells you about the

characters, individuals or setting in a story? What are the differences between the

beginning, middle and end? Who, what, where, when questions

o Who was is in the story? o What was this about? o What happened next?

Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me what happened in the story? Using these pictures/cards, can you tell what

happened in the story? What happened first? What was the story about? What did the character do to solve the

problem?







Time Allowed:

1 Week

1st Quarter


Unit 2: Key Details and Main Idea

Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,


and fluency




journal entries.

LACC.K.W.1.1

Knowledge:

Identify the title of a book or topic to

write about

Recognize what an opinion is

Reasoning:

Formulate an opinion about a book or topic

Product:

Write an opinion piece that

introduces the topic or book

demonstrate a combination of drawing,

dictating, and writing

include the topic or title of the book

state an opinion or preference about the

topic or book

provides a sense of closure


research Reasoning: Determine appropriate sources and tools to

conduct shared research Participate in shared research and writing

projects

What happened at the end of the story?

Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

1 Week

1st Quarter


Unit 3: Key Details with Textual Connections and Visual Text


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Pp,T t High Frequency Word Focus: A, like Key Vocabulary: Identify Setting/place Time Problem Solution Conclusion Events Happened Illustrations Relationship 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will identify key details in print and visual text to comprehend the meaning of text.

Objectives:


Identify key details in an informational text including individuals, events, or ideas Ask and answer questions about the key details in an informational text Describe people, places and things illustrations depict


Benchmarks/Standards Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.1: With prompting and support, ask



describe the connection between two

individuals, events, ideas, or pieces of

information in a text.














manipulatives


Reading Strand

LACC.K.RI.1.1

Knowledge: Identify key details in an informational

text Ask questions about the key details in an

informational text Answer questions about key ideas in

informational text LACC.K.RI.1.3

Knowledge:

Identify key details about an individual

in an informational text

Identify details about events or ideas in

an informational text

Reasoning:

Discuss the connection between two

individuals, events, ideals, or pieces of

information

Identify the relationship between elements


Why is it important to look at the characters,

individuals, setting, or events in a story?

Why are certain illustrations used by an author to

support a particular piece of text?

Resources/Links: (Suggested Text Options) Wonders: Unit 2 Week 1/ Unit 2 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Using the information in the story, how

would you describe the character or individual, setting or events?

How would you compare/contrast the character, individual, setting or events to another character, individual, self…?

How does each illustration give clues about the characters, setting, or events in the story?

How does the information provided by the illustration compare to the information provided by the words in the text?

What details can we gather about the characters and setting using the text and






Time Allowed:

1 Week

1st Quarter


Unit 3: Key Details with Textual Connections and Visual Text

Bellringer:





about them).



and fluency




in an informational piece

LACC.K.RI.3.7

Reasoning:





illustrations

Writing Strand



journal entries.

LACC.K.W.1.3

Knowledge:


irrelevant details Sequence relevant events React to the event Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction


research Reasoning: Determine appropriate sources and

tools to conduct shared research Participate in shared research and writing

projects

illustrations? When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments






Time Allowed:

1 Week

1st Quarter


Unit 4: Retelling and Compare/Contrast with Multiple Texts


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Character Story Adventures Experiences Compare/contrast Similar/ different 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively







Learning Goal:

Students will retell stories including key details and compare and contrast characters adventures.

Objectives:


Identify key details of a story Retell a familiar story including key details Recognize characters in familiar stories

Determine similarities and differences of adventures and experiences in familiar stories

Recognize common types of text such as storybooks

Benchmarks/Standards Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.2: With prompting and support,



compare and contrast the adventures and

experiences of characters in familiar stories.

LACC.K.RL.2.5: Recognize common types of texts

(e.g., storybooks, poems).






LACC.K.W.2.5: With guidance and support from





manipulatives


Reading Strand

LACC.K.RL.1.2

Knowledge: Identify key details of a story Retell a familiar story including key

details

LACC.K.RL.3.9

Knowledge:

Recognize characters in familiar stories

Determine similarities and differences

of adventures and experiences in

familiar stories

Reasoning:

Compare adventures and experiences

Contrast adventures and experiences

LACC.K.RL.2.5


Why is retelling a story important?

How does comparing and contrasting the

adventures of characters in stories help me to

understand the people?

Resources/Links: (Suggested Text Options) Wonders: Unit 2 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Can you tell me what happened in the story? Using these pictures/cards, can you tell what


problem? What happened at the end of the story? Can you tell me what happened in the story? Using these pictures/cards, can you tell what

happened in the story?







Time Allowed:

1 Week

1st Quarter


Unit 4: Retelling and Compare/Contrast with Multiple Texts

adults, respond to questions and suggestions

from peers and add details to strengthen

writing as needed.



and fluency




Knowledge:

Recognize common types of text such as

storybooks

Writing Strand



journal entries.

LACC.K.W.1.3

Knowledge:



LACC.K.W.2.5

Knowledge: Recognize how to respond to questions

and suggestions from peers Recognize how to add details to

strengthen writing as needed Reasoning: Develop writing by responding to questions

and suggestions from peers Develop writing by adding details to

strengthen writing as needed

What happened first? What was the story about? What did the character do to solve the

problem? What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

1 Week

1st Quarter


Unit 5: Key Details and Retelling


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ii High Frequency Word Focus: to Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:


Objectives:



Retell a familiar story including







LACC.K.RL.1.3:With prompting and support,

identify characters, settings, and major events in

a story.


dictating, and writing to compose

informative/explanatory texts in which they

name what they are writing about and supply

some information about the topic.








manipulatives


Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.2

Knowledge:



LACC.K.RL.1.3

Knowledge:

Define character, setting and major events

Identify the characters, setting and major events

Writing Strand


How do the events in the story help me understand how the world works?

Resources/Links: (Suggested Text Options) Wonders: Unit 3 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What is the author telling us? Who, what, where, when questions


Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me

what happened in the story? Using these pictures/cards, can you tell what


problem?







Time Allowed:

1 Week

1st Quarter



Bellringer:

writing as needed.



and fluency

Language Strand:

LACC.K.L.1, 2, 4, 5, 6 Study and apply grammar and vocabulary in





journal entries.

LACC.K.W.1.2

Knowledge: Identify an informative/explanatory text Select a topic for an

informative/explanatory writing Reasoning: Combine drawing, dictation, and writing to

compose informational/ explanatory text to supply additional

information Product: Write an informative/explanatory text in which: names a topic supplies some information on the topic

LACC.K.W.2.5

Knowledge: Recognize how to respond to questions





What happened at the end of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

1 Week

1st Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Nn, Final ss/tt High Frequency Word Focus: And Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:


Objectives:










Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.1.W.1.3: Write narratives in which they

recount two or more appropriately sequenced

events, include some details regarding what

happened, use temporal words to signal event

order, and provide some sense of closure.




writing as needed.






manipulatives


Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.2

Knowledge:



Writing Strand



journal entries.

LACC.K.W.1.3

Knowledge:



Why is retelling a story important?

Resources/Links: (Suggested Text Options) Wonders: Unit 3 Week 2 Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What is the author telling us? Who, what, where, when questions


Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me

what happened in the story? Using these pictures/cards, can you tell what


problem?






Time Allowed:

1 Week

1st Quarter



Bellringer:


and fluency






LACC.K.W.2.5 Knowledge: Recognize how to respond to questions










Time Allowed:

1 Week

1st Quarter


Unit 7: Character Analysis and Plot


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: C,c initial* High Frequency Word Focus: Go Key Vocabulary: Compare/Contrast Adventures Characters Setting Events 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will understand the plot of the story including analyzing the adventures of characters in the story.

Objectives:




Compare and contrast adventures and experiences

Define character, setting and major events Identify the characters, setting and major events

Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.3.9: With prompting and support,





a story.










writing as needed.



Blend and segment three phonemes orally

Build CV C words and nonsense word using

manipulatives

Read CV C words and nonsense words

Reading Strand

LACC.K.RL.3.9

Knowledge:


Determine similarities and differences

of adventures and experiences in

familiar stories

Reasoning:



LACC.K.RL.1.3

Knowledge:



Writing Strand


How do reading stories about made up characters

help me understand the world around me?

Resources/Links: (Suggested Text Options) Wonders: Unit 3 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? What adventure did __character’s name__

have in this story? How is this like another story we read? Did the same things happen to character’s

name? How were the stories different? Can you think of another story that is like this

one? What is the author telling us?






Time Allowed:

1 Week

1st Quarter



Bellringer:



and fluency






journal entries.

LACC.K.W.1.1

Knowledge:

Identify the title of a book or topic to write

about


Reasoning:

Formulate an opinion about a book or

topic

Product:







topic or book


LACC.K.W.2.5 Reasoning: Develop writing by responding to

questions and suggestions from peers Develop writing by adding details to







Time Allowed:

1 Week

2nd Quarter


Unit 8: Key Details and Visual Text


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Oo High Frequency Word Focus: You Key Vocabulary: Key Details Text Illustrations Relationship Reasons Author Support Points 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively





Learning Goal:

Students will identify key details in print and visual text to comprehend the meaning of text.

Objectives:


Identify key details in an informational text Ask and answer questions about the key details in an informational text Describe people, places and things illustrations depict


Identify the reasons an author gives to support point(s)

Identify front cover, back cover, and title page

Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.3.7: With prompting and support,






identify the reasons an author gives to support

points in a text.

LACC.K.RI.2.5:Identify the front cover, back

cover, and title page of a book.










manipulatives


Reading Strand

LACC.K.RI.3.7

Reasoning:





illustrations

LACC.K.RI.3.8

Knowledge:

Identify the reasons an author gives to

support point(s)

LACC.K.RI.2.5

Knowledge: Identify front cover, back cover, and title

page


What was the author’s reason for writing this

text?

How do the words and illustrations work together to help me understand what I read?

Resources/Links: (Suggested Text Options) Wonders: Unit 4 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning After looking at the picture, what do you



name___ by looking at the pictures? Is there anything in the picture that helps

you understand the story better? Who, what, where, when questions







Time Allowed:

1 Week

2nd Quarter



around the text

5. Writing and presentation opportunities for students

Bellringer:


adults, recall information from experiences or

gather information from provided sources to

answer a question.



and fluency




Writing Strand



journal entries.

LACC.K.W.1.2


informative/explanatory writing Reasoning: Combine drawing, dictation, and writing

to compose informational/ explanatory text to supply additional


LACC.K.W.3.8

Knowledge:

Identify experience or a source

Reasoning:

Gather information from more than one

source to answer a question

Performance:

Answer a question using information from

experience or provided source

Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? What is the author telling us?







Time Allowed:

1 Week

2nd Quarter


Unit 9: Plot and Visual Text


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Dd, Hh High Frequency Word Focus: Do, my Key Vocabulary: details questions ask answer text illustrations illustrator author picture 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively




teachers and students

Learning Goal:

Students will understand the plot of the story using illustrations and text.

Objectives:


Define character, setting and major events Identify the characters, setting and major events Describe a moment in a story using the illustrations Describe how the illustrations and story are related

Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.1.3:With prompting and support,


a story.













about them).

Reading Foundation: LACC.K.RF.1-4:





manipulatives


Reading Strand

LACC.K.RL.1.3

Knowledge:



LACC.K.RL.3.7

Reasoning: Describe a moment in a story using the

illustrations Describe how the illustrations and story

are related

Writing Strand



journal entries.

LACC.K.W.1.2

Knowledge:


How do the words and illustrations work together to help me understand what I read?



Resources/Links: (Suggested Text Options) Wonders: Unit 4 Week 2/ Unit 5 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning When did the story happen? Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? After looking at the picture, what do you









Time Allowed:

1 Week

2nd Quarter



4. Structured discourse strategically planned



Address basic print features, spoken words,


and fluency




Identify an informative/explanatory text Select a topic for an




LACC.K.W.3.7

Reasoning: Determine appropriate sources and

tools to conduct shared research Participate in shared research and

writing projects

you understand the story better?






Time Allowed:

2 Weeks

2nd Quarter


Unit 10: Main Topic and Key Details


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Identify Main topic Retell Similarities/ differences 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will determine the main topic using key details in the text and identify similarities and differences between two texts on the same topic.

Objectives:


Identify basic similarities between two texts on the same topic

Identify differences between two texts on the same topic

Ask and answer questions about the key details in an informational text Identify the main topic of a text

Retell key details of a text


Define what an author and illustrator does


identify the main topic and retell key details of a

text.


identify basic similarities in and differences

between two texts on the same topic (e.g., in

illustrations, descriptions, or procedures).

LACC.K.RI.2.6: Name the author and illustrator

of a text and define the role of each in

presenting the ideas or information in a text.








manipulatives


Reading Strand

LACC.K.RI.1.2

Knowledge:

Identify the main topic of a text

Identify the key details of a text


LACC.K.RI.3.9

Knowledge:

Identify basic similarities between two

texts on the same topic

Identify differences between two texts

on the same topic

LACC.K.RI.2.6

Knowledge:


How does asking questions while I read help me understand what I read? How do I gather information about a topic? How do I determine the key details of a topic?

Resources/Links: (Suggested Text Options) Wonders: Unit 4 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What do you think was the most important

thing you learned? Can you ask your partner to tell you what

happened when …? After modeling: Can you ask your partner

how …? What details are the most important to the

story?






Time Allowed:

2 Weeks

2nd Quarter


Unit 10: Main Topic and Key Details

Bellringer:






answer a question.



and fluency





Define what an author and illustrator

does

Writing Strand



journal entries.

LACC.K.W.1.2







Reasoning:



Performance:



What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly

about? What is the main topic of the text? Can you tell me some key details of the story? Can you tell me what this text is about? Can you tell me how this picture is the same

as this one? We read two books, what was different about

them? We are going to compare these two books.

How were they the same? We are going to fill in this chart; can you tell

me how the two texts we read were different?

What happened first? What happened next? Was this the same order as what we read in the other book?







Time Allowed:

1 Week

2nd Quarter


Unit 11: Compare and Contrast Main Topic of Multiple Texts


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ee High Frequency Word Focus: Are, that Key Vocabulary: Key details Similarities/differences Main topic 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will identify the main topic of two texts on the same topic citing key details.

Objectives:





Identify basic similarities and differences between two texts on the same topic

Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.1: With prompting and support, ask




text.















manipulatives


Reading Strand

LACC.K.RI.1.1




informational text

LACC.K.RI.1.2

Knowledge:




LACC.K.RI.3.9

Knowledge:




How does asking questions while I read help me understand what I read? How do I gather information about a topic? How do I determine the key details of a topic?

Resources/Links: (Suggested Text Options) Wonders: Unit 5 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What do you think was the most important




story? What was this book/page about? Can you tell me what you learned? Can you tell me what came first?






Time Allowed:

1 Week

2nd Quarter


Unit 11: Compare and Contrast Main Topic of Multiple Texts

Bellringer:




writing as needed.



and fluency





on the same topic

Writing Strand



journal entries.

LACC.K.W.1.1

Knowledge:


about


Reasoning:


Product:







topic or book





Which sentence tells what this was mostly about?

What is the main topic of the text? Can you tell me some key details of the story? Can you tell me what this text is about? Can you tell me how this picture is the same

as this one? We read two books, what was different about

them? We are going to compare these two books.

How were they the same? We are going to fill in this chart; can you tell

me how the two texts we read were different?

What happened first? What happened next? Was this the same order as what we read in the other book?







Time Allowed:

1 Week

2nd Quarter


Unit 12: Author’s Reasoning


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ff, Rr High Frequency Word Focus: With, he Key Vocabulary: Author Reasons Support Points Key details Main topic 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Student will identify the specific reasons an author gives to support points in the text.

Objectives:


Identify key details in an informational text Ask questions about the key details in an informational text Answer questions about key ideas in informational text Identify the reasons an author gives to support point(s)

Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RI.1.1: With prompting and support, ask




points in a text.















manipulatives


Reading Strand

LACC.K.RI.1.1




informational text

LACC.K.RI.3.8

Knowledge:


support point(s)

LACC.K.RI.3.7

Reasoning:

Describe people, places , things and

ideas illustrations depict



text?

How do key details help you understand the main

topic of the text?

Resources/Links: (Suggested Text Options) Wonders: Unit 5 Week 3 Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this

problem? Why do you think the author wrote that? Were there any reasons why you think the

author …? What in the writing made you think that? What do you think was the most important









Time Allowed:

1 Week

2nd Quarter


Unit 12: Author’s Reasoning

Bellringer:




answer a question.



and fluency





illustrations

Writing Strand



journal entries.

LACC.K.W.1.2 Knowledge: Identify an informative/explanatory text Select a topic for an




LACC.K.W.3.8

Knowledge:


Reasoning:



Performance:



story? What is the author telling us? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments






Time Allowed:

1 Week

2nd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Bb, Ll, Final LL High Frequency Word Focus: Is, little Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Student will explain the plot and point of view of a story citing relevant details including unique features of genre.

Objectives:

























manipulatives


Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.2

Knowledge:



LACC.K.RL.3.7



are related


How do the events in the story help me understand how the world works? How do I determine the key events in a story?





you understand the story better? Can you tell me what happened in the story? Using these pictures/cards, can you tell what







Time Allowed:

1 Week

2nd Quarter



Bellringer:





writing as needed.



and fluency




Writing Strand



journal entries.



about


Reasoning:


Product:







topic or book












Time Allowed:

1 Week

2nd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Kk, CK High Frequency Word Focus: She, was Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will identify author’s reasoning citing specific evidence including text features.

Objectives:













a story.







adults, explore a variety of digital tools to





manipulatives


Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.2

Knowledge:



LACC.K.RL.1.3

Knowledge:





Resources/Links: (Suggested Text Options) Wonders: Unit 6 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What information tells you about the




Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Can you tell me what happened in the story?







Time Allowed:

1 Week

2nd Quarter



Bellringer:

produce and publish writing, including in

collaboration with peers.



and fluency




Writing Strand



journal entries.

LACC.K.W.1.3

Reasoning: Distinguish between relevant and


LACC.K.W.2.6

Knowledge:

Use basic technology skills

Reasoning:

Select digital tools for producing and

publishing writing

Performance:

Use technology to produce and publish

writing individually and with peers

Using these pictures/cards, can you tell what happened in the story?







Time Allowed:

1 Week

3rd Quarter


Unit 15: Key Details and Word Choice


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Key Details Unknown words Text Word choice 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will compare and contrast textual interactions and text features between two texts on the same topic.

Objectives:


Formulate a question about unknown words in text

Use resources/strategies to answer questions about unknown words in text




Benchmarks/Standards Supporting CCSS/NGSSS Content Standards Reading Strand: LACC.K.RL.2.4: Ask and answer questions about

unknown words in a text.

LACC.K.RL.1.1: With prompting and support, ask
















manipulatives


Reading Strand

LACC.K.RL.2.4

Reasoning:

Formulate a question about unknown

words in text

Use resources/strategies to answer

questions about unknown words in text

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.2

Knowledge:


Retell a familiar story including key



Resources/Links: (Suggested Text Options) Wonders: Unit 6 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Who, what, where, when questions


Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? Do you know something about that word that

will help you? Is there something in the picture that can

help you figure out what the word is? What is the author telling us?







Time Allowed:

1 Week

3rd Quarter


Unit 15: Key Details and Word Choice

Bellringer:

writing as needed.



and fluency




details

Writing Strand



journal entries.

LACC.K.W.1.2 Reasoning: Combine drawing, dictation, and writing to











Time Allowed:

1 Week

3rd Quarter


Unit 16: Making Connections within Texts


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Uu High Frequency Word Focus: For, have, red Key Vocabulary: Key details Connection Individual Events Ideas Similarities/differences Topic 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Student will explain similarities and differences of main idea, plot and character development across texts.

Objectives:


Identify key details in an informational text Ask questions about the key details in an informational text Answer questions about key ideas in informational text Identify key details about an individual in an informational text

Identify details about events or ideas in an informational text

Discuss the connection between two individuals, events, ideals, or pieces of information

Identify the relationship between elements in an informational piece

Identify basic similarities between two texts on the same topic Identify differences between two texts on the same topic














Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand:





manipulatives


Reading Strand

LACC.K.RI.1.3

Reasoning:



information

Identify the relationship between

elements in an informational piece

LACC.K.RI.3.9

Knowledge: Identify basic similarities between two

texts on the same topic Identify differences between two texts

on the same topic


How does the connection between two (individuals, events, ideas, or pieces of information) help me understand the topic? How does reading multiple books on the same

topic help me better understand the topic?

Resources/Links: (Suggested Text Options) Wonders: Unit 7 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning How does knowing how to use illustrations

and to describe characters/events support the ability to determine the similarities and differences between texts?

How can I identify the differences and similarities between two texts?

How are ________ and __________ connected to





Time Allowed:

1 Week

3rd Quarter


Unit 16: Making Connections within Texts

Bellringer:

LACC.K.W.1.2: Use a combination of drawing,








answer a question.



and fluency




LACC.K.RI.3.7

Reasoning:

Describe people, places , things and

ideas illustrations depict


illustrations

Writing Strand



journal entries.

LACC.K.W.1.2

Reasoning: Combine drawing, dictation, and writing to



LACC.K.W.3.8

Reasoning:



Performance:

Answer a question using information

from experience or provided source

each other? What was his/her idea? What caused this to happen? Support your answer with events from the

text. What did they do to make this happen? Can you tell what happened after …? What information is most important? What do you think was the most important




story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments







Time Allowed:

1 Week

3rd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Gg, Ww, L blend s High Frequency Word Focus: Of, they, blue Key Vocabulary: Key ideas/details details questions ask answer text illustrations illustrator author picture 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will explain the main topic citing textual evidence using text features.

Objectives:




















about them).





manipulatives


Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.3.7



are related

Writing Strand



journal entries.




How does asking questions while I read help me understand what I read?

Resources/Links: (Suggested Text Options) Wonders: Unit 7 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning How does each illustration give clues about

the characters, setting, or events in the story? How does the information provided by the

illustration compare to the information provided by the words in the text?

What details can we gather about the characters and setting using the text and illustrations?

Who, what, where, when questions o Who was is in the story?

What was this about? What happened next? Can you ask your neighbor/partner about...? Talk to your partner about...






Time Allowed:

1 Week

3rd Quarter



Bellringer:



and fluency




LACC.K.W.1.2

Reasoning: Combine drawing, dictation, and writing to



LACC.K.W.3.7



writing projects

Where did it say that? How did you know that? After looking at the picture, what do you








Time Allowed:

1 Week

3rd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Xx, Vv High Frequency Word Focus: Said, want Key Vocabulary: Key details Text Support Retell Author Illustrator 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:


Objectives:











Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.3.8: With guidance and support from



answer a question.

LACC.K.W.1.1: 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...).





manipulatives


Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.2

Knowledge:



Writing Strand



journal entries.

LACC.K.W.3.8


How does asking questions while I read help me understand what I read? How do the events in the story help me understand how the world works? Why is retelling a story important?

Resources/Links: (Suggested Text Options) Wonders: Unit 7 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What information tells you about the




Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that?






Time Allowed:

1 Week

3rd Quarter



Bellringer:



and fluency




Reasoning:



Performance:



LACC.K.W.1.1

Knowledge:


about


Reasoning:


Product:







topic or book


How did you know that? Can you tell me what happened in the story? Using these pictures/cards, can you tell what







Time Allowed:

1 Week

3rd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Jj, Qu, qu High Frequency Word Focus: Here, me, down Key Vocabulary: Compare/contrast Adventures Experiences Characters Setting Major events 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:


Objectives:












a story.

Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.3: 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. LACC.K.W.2.6: With guidance and support from







manipulatives


Reading Strand

LACC.K.RL.3.9

Reasoning:

Compare and contrast the adventures

and experiences of characters

LACC.K.RL.1.3

Knowledge:



Writing Strand



journal entries.














Time Allowed:

1 Week

3rd Quarter



Bellringer:




and fluency




LACC.K.W.1.3





Reasoning:


publishing writing

Performance:

Use technology to produce and publish writing individually and with peers


one? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

1 Week

3rd Quarter


Unit 20: Main Topic and Author’s Reasoning


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Yy, Zz High Frequency Word Focus: This, what, green Key Vocabulary: Main topic Key details Retell Reasons Support Points Author 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






Learning Goal:

Students will identify the main topic of the text and reasons the author gives to support points in the text.

Objectives:








text.



points in a text.









answer a question.





manipulatives


Reading Strand

LACC.K.RI.1.2

Knowledge:




LACC.K.RI.3.8

Knowledge:


support point(s)

Writing Strand



journal entries.


What did the author want to convey in this text?


text?

How do key details help you understand the main

topic of the text?

Why is it important to retell what I learned by

reading?

Resources/Links: (Suggested Text Options) Wonders: Unit 8 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this


author …? What in the writing made you think that? What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly

about?






Time Allowed:

1 Week

3rd Quarter



students

Bellringer:



and fluency







LACC.K.W.3.8 Reasoning:



Performance:



What is the main topic of the text? Can you tell me some key details of the story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

1 Week

3rd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Review High Frequency Word Focus: Review Key Vocabulary: Characters Setting Major events Adventures Experiences Compare/contrast 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:


Objectives:


Define character, setting and major events Identify the characters, setting and major events Recognize characters in familiar stories Determine similarities and differences of adventures and experiences in familiar stories





a story.
















manipulatives


Reading Strand

LACC.K.RL.1.3

Knowledge:



LACC.K.RL.3.9

Reasoning:



Writing Strand



journal entries.














Time Allowed:

1 Week

3rd Quarter



Bellringer:




and fluency




LACC.K.W.1.3





Reasoning:


publishing writing

Performance:




one? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

1 Week

3rd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, a_e, Sh* High Frequency Word Focus: Help, Too, yellow Key Vocabulary: Characters Setting Major events Adventures Experiences Compare/contrast 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






Learning Goal:


Objectives:


Define character, setting and major events Identify the characters, setting and major events Recognize characters in familiar stories






a story.




Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: 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...). LACC.K.W.2.5: With guidance and support from





Build CV C e words and nonsense words

using manipulatives

Read CV C e words and nonsense words

Reading Strand

LACC.K.RL.1.3

Knowledge:



LACC.K.RL.3.9

Reasoning:



Writing Strand



journal entries.








have in this story? How is this like another story we read?






Time Allowed:

1 Week

3rd Quarter



students

Bellringer:


writing as needed.



and fluency




LACC.K.W.1.1

Knowledge:


about


Reasoning:


Product:







topic or book


LACC.K.W.2.5

Reasoning: Develop writing by responding to



Did the same things happen to character’s name?

How were the stories different? Can you think of another story that is like this

one? What is the author telling us?






Time Allowed:

1 Week

3rd Quarter


Unit 23: Plot and Key Details


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ī, i_e, Ch High Frequency Word Focus: Has, play, white Key Vocabulary: Key details Characters Setting Major events 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will analyze textual interactions and text features to identify the main topic of the text.

Objectives:










a story.









about them).





using manipulatives


Reading Strand

LACC.K.RL.1.1

Knowledge:




text

LACC.K.RL.1.3

Knowledge:



Writing Strand






How does asking questions while I read help me understand what I read? How do I gather information about a story? How do I determine the key events in a story?

Resources/Links: (Suggested Text Options) Wonders: Unit 9 Week 2 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning Who, what, where, when questions


Can you ask your neighbor/partner about...? Talk to your partner about... Where did it say that? How did you know that? When did the story happen?






Time Allowed:

1 Week

3rd Quarter


Unit 23: Plot and Key Details

Bellringer:



and fluency

Language Strand:

LACC.K.L.1, 2, 4, 5, 6

Study and apply grammar and vocabulary in



journal entries.

LACC.K.W.1.3



LACC.K.W.3.7



writing projects

Where did the story take place? What was the problem in the story? How was the problem solved? How are the characters alike? How are they different? What is the author telling us?






Time Allowed:

1 Week

3rd Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ō, o_e High Frequency Word Focus: Where, look , orange Key Vocabulary: Main topic Retell Key details Reasons Support Points Author 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will identify the main topic of the text and reasons the author gives to support points in the text.

Objectives:








text.



points in a text.













using manipulatives


Reading Strand

LACC.K.RI.1.2

Knowledge:




LACC.K.RI.3.8

Knowledge:


support point(s)

Writing Strand



journal entries.


How do the events in the story help me understand how the world works? What did the author want to convey in this text?


text?

Why is it important to retell what I learned by

reading?

Resources/Links: (Suggested Text Options) Wonders: Unit 9 Week 3 Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly

about? What is the main topic of the text? Can you tell me some key details of the story? What does the writer think about this

problem?






Time Allowed:

1 Week

3rd Quarter



Bellringer:




and fluency







LACC.K.W.2.6 Performance:

Use technology to produce and

publish writing individually and

with peers

Why do you think the author wrote that? Were there any reasons why you think the

author …? What in the writing made you think that? What is the author telling us? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

1 Week

4th Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ū, u_e High Frequency Word Focus: Good, who, black, one, two Key Vocabulary: Characters Setting Major events Illustrator Relationship Compare/contrast Adventures Experiences 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






Learning Goal:

Students will understand the plot and describe the relationship between illustrations and the text.

Objectives:


Define character, setting and major events Identify the characters, setting and major events Identify purpose of illustrations Describe a moment in a story using the illustrations Describe how the illustrations and story are related Compare and contrast the characters adventures and experiences



a story.
















using manipulatives


Reading Strand

LACC.K.RL.1.3

Knowledge:



LACC.K.RL.3.7



are related

LACC.K.RL.3.9

Reasoning:








Resources/Links: (Suggested Text Options) Wonders: Unit 10 Week 1 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What adventure did __character’s name__



one? When did the story happen? Where did the story take place? What was the problem in the story?






Time Allowed:

1 Week

4th Quarter



students

Bellringer:





writing as needed.



and fluency




Writing Strand



journal entries.

LACC.K.W.1.3

Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction




How was the problem solved? How are the characters alike? How are they different? What can you learn about ___character’s







Time Allowed:

1 Week

4th Quarter


Unit 26: Retelling and Visual Text


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ē, ee, e_e, Th High Frequency Word Focus: Come, does, brown, purple, three, four Key Vocabulary: Illustrator Relationship Compare/contrast Adventures Experiences Retell Key details 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively






students

Learning Goal:

Students will retell stories utilizing the illustrations and text.

Objectives:


Identify key details of a story Retell a familiar story including Identify purpose of illustrations Describe a moment in a story using the illustrations Describe how the illustrations and story are related



















using manipulatives


Reading Strand

LACC.K.RL.1.2

Knowledge: Identify key details of a story Retell a familiar story including

LACC.K.RL.3.7



are related

Writing Strand



journal entries.


How do the events in the story help me understand how the world works? Why is retelling a story important?







you understand the story better? Can you tell me what happened in the story? Using these pictures/cards, can you tell what







Time Allowed:

1 Week

4th Quarter


Unit 26: Retelling and Visual Text

Bellringer:




and fluency




LACC.K.W.1.3 Product: Draw, dictate, and/or write a narrative piece which contains: relevant details a logical sequence of events a reaction










Time Allowed:

1 Week

4th Quarter


Unit 27: Main Topic and Textual Connections


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, Ē, Ī, Ō, Ū High Frequency Word Focus: Review Key Vocabulary: Main topic Retell Key details Connection Individuals Events Ideas Information 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively





around the text

Learning Goal:

Students will identify the main topic using print and visual text describing connections within the text.

Objectives:


Discuss the connection between two individuals, events, ideals, or pieces of information Identify the relationship between elements in an informational piece Identify the main topic of a text



Describe people, places and things illustrations depict


Describe the relationships between illustrations



text.










Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands





using manipulatives


Reading Strand

LACC.K.RI.1.2

Knowledge:




LACC.K.RI.1.3

Reasoning: Discuss the connection between two

individuals, events, ideals, or pieces of information Identify the relationship between



How does the connection between two (individuals, events, ideas, or pieces of information) help me understand the topic? Why are certain illustrations used by an author to



Resources/Links: (Suggested Text Options) Wonders: Unit 10 Week 3 Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What was this book/page about? Can you tell me what you learned? Can you tell me what came first? Which sentence tells what this was mostly

about?





Time Allowed:

1 Week

4th Quarter


Unit 27: Main Topic and Textual Connections

5. Writing and presentation opportunities for


Writing Strand: LACC.K.W.1.1: 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...). LACC.K.W.3.8: With guidance and support from



answer a question.



and fluency




LACC.K.RI.3.7

Knowledge:

Identify illustrations and text

Reasoning:





illustrations

Writing Strand



journal entries.

LACC.K.W.1.1 Product:







topic or book


LACC.K.W.3.8 Reasoning:



Performance:



What is the main topic of the text? Can you tell me some key details of the story? How are ________ and __________ connected to


text. What did they do to make this happen? Can you tell what happened after …? What information is most important? What can you learn from the illustrations? What do you think the writer is trying to say? What in the picture helps you think that? Why do you think the illustrator put in that

picture? Does the illustration match what the writer is

trying to say? How do you think the story and the picture

are connected? Describe how the picture helps you

understand what the author has written. Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments







Time Allowed:

2 Weeks

4th Quarter


Unit 28: Main Topic and Textual Connections in Multiple Texts


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, Ē, Ī, Ō, Ū High Frequency Word Focus: Five, six, seven, eight, nine, ten Key Vocabulary: 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively







Learning Goal:

Students will compare and contrast the author’s reasoning and main topic across multiple texts.

Objectives:


Identify the main topic and key details of a text Retell key details of a text

Discern details which support (serve as evidence) as compared to details and which do not Identify comparable points between two texts on the same topic Identify basic similarities and differences between two texts on the same topic







points in a text.





Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: 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





using manipulatives


Reading Strand

LACC.K.RI.1.3

Reasoning:



information



LACC.K.RI.3.8

Knowledge:


support point(s)

LACC.K.RI.3.9

Knowledge:




How does reading two texts on the same topic

help me learn about the topic?

Resources/Links: (Suggested Text Options) SUPPLEMENT Teacher’s Choice Supplemental Resources: Pearson Kindergarten STEM Activity Book Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this


author …? What in the writing made you think that? How are ________ and __________ connected to


text. What did they do to make this happen? Can you tell what happened after …? What information is most important? What details are the most important to the






Time Allowed:

2 Weeks

4th Quarter



opinion or preference about the topic or book (e.g., My favorite book is...). Reading Foundation: LACC.K.RF.1-4: Address basic print features, spoken words,


and fluency





on the same topic

Writing Strand



journal entries.

LACC.K.W.1.1

Product:







topic or book


story? Remediation & Enrichment Resources Common Core Technology Resources FCRR Students Activities/Teacher Lessons and Videos FLDOE ELA CC Formative Assessments





Time Allowed:

2 Weeks

4th Quarter




The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Phonics Focus: Ā, Ē, Ī, Ō, Ū High Frequency Word Focus: Review Key Vocabulary: 5 Elements of Close Reading of Complex Text LACC.K.RL.4.10/LACC.K.RI.4.10: Actively







Learning Goal:

Students will compare and contrast the author’s reasoning and main topic across multiple texts.

Objectives:


Identify the main topic and key details of a text Retell key details of a text

Discern details which support (serve as evidence) as compared to details and which do not Identify comparable points between two texts on the same topic Identify basic similarities and differences between two texts on the same topic







points in a text.





Standards 1, 4, and 10 will be taught the entire year using Informational and Literary Reading Strands Writing Strand: LACC.K.W.1.1: 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





using manipulatives


Reading Strand

LACC.K.RI.1.3

Reasoning:



information



LACC.K.RI.3.8

Knowledge:


support point(s)

LACC.K.RI.3.9

Knowledge:





How does reading two texts on the same topic

help me learn about the topic?

Resources/Links: (Suggested Text Options) SUPPLEMENT Teacher’s Choice Supplemental Resources: Pearson Interactive Science Pearson My World Social Studies Writing Links: LDC Writing Template Task Higher Order Questioning What does the writer think about this


author …? What in the writing made you think that? How are ________ and __________ connected to


text. What did they do to make this happen? Can you tell what happened after …? What information is most important?






Time Allowed:

2 Weeks

4th Quarter



(e.g., My favorite book is...). LACC.K.W.2.6: With guidance and support from






and fluency




on the same topic

Writing Strand



journal entries.

LACC.K.W.1.1

Product:







topic or book





What details are the most important to the story?







Time Allowed:


K-5 Literacy Block Aligned to CCSS Draft

Supporting Next Generation Content Standards

Common Core Standards 4, 5, and 6 will be taught the entire year using Informational and Literary Reading Strands

LACC.K.RL.2.4: Ask and answer questions about unknown words in a text

LACC.K.RL.2.5: Recognize common types of texts (e.g., storybooks, poems).

LACC.K.RL.2.6: With Prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

LACC.K.RI.2.4: With prompting and support, ask and answer questions about unknown words in a text.

LACC.K.RI.2.5: Identify the front cover, back cover, and title page of a book

LACC.K.RI.2.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Next Generation Science and Social Studies Standards

SC.K.L.14.2: Recognize that some books and other media portray animals and plants with characteristics and behaviors they do not have in real life.

SC.K.N.1.1: Collaborate with a partner to collect information.

Remarks/Examples

CCSS Connections: LACC.KS.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted.

SS.K.C.1.2: Explain the purpose and necessity of rules and laws at home, school, and community.

Remarks/Examples

Examples are attending school and wearing a seat belt.

SS.K.C.2.1: Demonstrate the characteristics of being a good citizen.

Remarks/Examples

Examples are taking turns, sharing, taking responsibility, following rules, understanding the consequences of breaking rules, practicing honesty, self-control, and participating in classroom decision making.

SS.K.C.2.2: Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.







k grade year at a glance - lake county · k grade year at a glance 2013-2014 ... year using...

Documents