ENGLISH LANGUAGE ARTS KINDERGARTEN
Quarter 2 Unit 2: Building Literacy Skills to Support Emergent Informational Writing
(20 days)
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Written Curriculum
Reading Standards for Literature
Integration of Knowledge and Ideas
RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Reading Standards for Informational Text
Integration of Knowledge and Ideas
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).
Reading Standards: Foundational Skills
Print Concepts
RF.K.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
Fluency
RF.K.4 Read emergent-reader texts with purpose and understanding.
Writing Standards
Text Types and Purposes
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.
Production and Distribution of Writing
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
Research to Build and Present Knowledge
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening Standards
Comprehension and Collaboration
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Continue a conversation through multiple exchanges.
Presentation of Knowledge and Ideas
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Language Standards
Conventions of Standard English
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Standards that support the unit of study focus standards
Reading Standards for Literature
Key Ideas and Details
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
Craft and Structure
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.
Range of Reading and Text Complexity
RL.K.10 Actively engage in group reading activities with purpose and understanding.
Reading Standards for Informational Text
Craft and Structure
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5 Identify the front cover, back cover, and title page of a book.
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.
Speaking and Listening Standards
Presentation of Knowledge and Ideas
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
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Concepts and Skills
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When reading
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DESCRIBE relationships between illustrations and the story
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COMPARE/CONTRAST the adventures and experiences of characters
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IDENTIFY similarities and differences in two texts on the same topics
When applying foundational skills
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DEMONSTRATE understanding of the organization and features of print
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FOLLOW words left to right, top to bottom, page by page
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UNDERSTAND that words are separated by spaces
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RECOGNIZE that words are represented by a specific sequence of letters
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RECOGNIZE/NAME upper/lowercase letter
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READ emergent reader text with purpose and understanding
When writing
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USE a combination of DRAWING/DICTATING/WRITING to COMPOSE an informational/explanatory piece naming what they are writing about and supplying some information
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NAME what they are writing about
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SUPPLY some information about the topic
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RESPOND to questions and suggestions from peers and ADD details to strengthen writing (with guidance and support)
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PARTICIPATE in shared research and writing projects
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RECALL information from experiences to answer questions
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GATHER information from provided sources to answer questions
When speaking and listening
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PARTICIPATE in collaborative conversations
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CONTINUE conversations through multiple exchanges
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DESCRIBE familiar people, places, things, and events with detail.
When using language
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DEMONSTRATE conventions of English grammar and usage (writing, speaking)
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PRINT upper/lowercase letters
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USE nouns and verbs
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DEMONSTRATE command of conventions of standard English grammar and usage when writing or speaking
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USE capitalizations at the beginning of a sentence and the pronoun I.
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RECOGNIZE/NAME end punctuations
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WRITE letter/letters for consonant and short vowel sounds (phonemes)
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Essential Questions
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How are these two stories the same and how are they different?
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How can illustrations help you understand a story or text?
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Why do authors write informational texts?
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How can you use drawing, dictating, or writing to tell someone about a topic?
CURRICULUM