Quarter 3 Unit 1: Focusing on Phonological Awareness Skills to Support Reading with an Emphasis on Opinion/Narrative Writing

(20 days)

 

Full Curriculum

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Written Curriculum

 

Reading Standards for Literature

Key Ideas and Details

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

 

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

 

Craft and Structure

RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

 

Range of Reading and Level of Text Complexity

RL.K.10 Actively engage in group reading activities with purpose and understanding.

 

Reading Standards for Informational Text

Key Ideas and Details

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

 

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

 

Reading Standards: Foundational Skills

Phonological Awareness

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

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

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/.)

 

Phonics and Word Recognition

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

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

c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my is, are, do, does).

 

Fluency

RF.K.4 Read emergent-reader texts with purpose and understanding.

 

Writing Standards

Text Types and Purposes

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

 

W.K.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.

 

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.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

 

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

 

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.

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

 

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).

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

 

Vocabulary Acquisition and Use

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

 

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.

 

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.

 

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.

 

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.

 

Writing Standards

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.

 

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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Concepts to be learned and skills to be used

When reading

• ASK/ANSWER questions about key details in literary and informational texts

• RETELL familiar stories with details

• RECOGNIZE types of texts

• ENGAGE in group reading activities

• IDENTIFY main topic and RETELL key details in informational text

When applying foundational skills

• DEMONSTRATE understanding of spoken words, syllables, and sounds

• • RECOGNIZE/PRODUCE rhyming sounds

  • COUNT, PRONOUNCE, BLEND, and SEGMENT syllables into spoken words

  • BLEND/SEGMENT onset and rimes of single syllable words

  • ISOLATE/PRONOUNCE initial, medial vowel, and final sounds

• KNOW and APPLY grade-level phonics and word analysis skills

• • ASSOCIATE long/short sounds with common spellings

  • READ common high-frequency words by sight

• READ emergent-reader text with purpose and understanding

When writing

• USE combination of drawing/dictating/ writing to COMPOSE opinion pieces

• • TELL the topic or name of book they are writing about

  • STATE an opinion or preference about topic or book

• USE combination of drawing/dictating/ writing to narrate one or more loosely linked events.

• • TELL events in order

When speaking and listening

• PARTICIPATE in collaborative conversations

• • FOLLOW rules in discussion

  • LISTEN to others speak

  • TAKE TURNS speaking

  • CONTINUE conversations through multiple exchanges

• CONFIRM understanding of text or oral information or other media

• • ASK/ANSWER questions about key details

  • REQUEST clarification of something not understood.

When using language

• DEMONSTRATE conventions of English grammar and usage (writing, speaking)

• • PRINT upper/lower case letters

  • FORM regular plural nouns orally by adding /s/ or /es/

• DEMONSTRATE command of the conventions of standard English grammar and usage when writing or speaking

• • USE capitalization at the beginning of a sentence and the pronoun I

  • RECOGNIZE/NAME end punctuations

  • WRITE letter/letters for consonant and short vowel sounds (phonemes)

  • SPELL simple words phonetically

• USE words/phrases acquires through conversations, reading and being read to, and responding to texts.

 

Essential Questions

• How does understanding spoken words, syllables and sounds help us to learn to read?

• What is the difference between a fact and an opinion? Give an example of each.

• Why do authors write narrative texts?

• How do you retell a story? How does this help you understand a book?

• Why is it important to understand what I am reading?