Kindergarten Curriculum Map Theme 1, 1 Trimester

Theme 1, 1st Trimester

Kindergarten Curriculum Map CONTENT

Reading Literature

COMMON CORE STANDARDS

CORE GOALS/ SKILLS

Retell familiar stories including key details. CC.1.3.K.A

Name the author and illustrator and tell what they do.

Ask and answer questions about unknown words in a text. CC.1.3.K.F

Summarize a story by telling the important things that happen in it

Answer questions about key details in a text. CC.1.3.K.B

Use clues in the words and pictures to make a prediction about what will happen next in the story

Name the author and illustrator of a story and define the role of each. CC.1.4.K.D

Reread the parts of a story that may be confusing or not well-understood

ASSESSMENTS

Performance Task #1

RESOURCES

Report Card-Assessment Concept of Print

From Head to Toe Something Special You and Me Kelly in the Mirror Elmer

Make inferences by understanding clues about things that are happening in the story that aren’t explicitly stated by the author. Reading Informational Text

Foundational Reading Skills

Writing

Identify parts of a book (title, author) and parts of a text (beginning, middle, end, details). CC.1.2.K.E

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

Report Card-Assessment Concept of Print

Science-Guided Readers, big books

Count, pronounce, blend, and segment syllables in spoken words. CC.1.1.K.C

Recognize and name all upper and lower case letters of the alphabet

Modified PALS

Tucker Signing

DIBELS, PAST tests

StoryTown Letter Cards

Utilize book handing skills. CC.1.1.K.A

Divide spoken sentences into individual words and track and count number of words.

Teacher review of student writing samples

Teacher modeling based on StoryTown lessons

Demonstrate basic knowledge of one-to-one littersound correspondence. CC.1.1.K.D

Recognize the consonants M, S, and R.

Read grade level HFW with automaticity CC.1.1.K.D

Recognize the HFW I, a, my

Use a combination of drawing, dictating and writing to compose informative/explanatory texts. CC.1.4.K.A

Write names, labels and signs; focus on conventions and idea generation

Generate ideas and details to convey information that relates to the chosen topic. CC.1.4.K.C




Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.K.C Speaking and Listening

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES

Follow agreed upon rules for discussions (listening to others and taking turns speaking about topics and texts under discussion).

Teacher observation and maintenance of anecdotal notes.

Responsive Classroom-Morning Meeting Resources

Write upper and lower case letters

Teacher observation and maintenance of checklist.

Handwriting Without Tears

Read HFW that have been taught.

Teacher review of student work samples

StoryTown Sight Words/Robust Vocabulary

Modified PALS

Word Wall

Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC.1.5.K.C Share stories, familiar ideas and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.D

Language (to include grammar, vocabulary, spelling)

Recognize and name all upper and lower case letters of the alphabet. CC.1.1.K.B

Report Card Indicators




Name the author and illustrator of a story and define the role of each telling the story. CC.1.3.K.D

Reading Literature

Identify characters, settings, and major events in a story. CC.1.3.K.C Retell familiar stories including key details. CC.1.3.K.A Ask and answer questions about unknown words in a text. CC.1.3.K.F

CORE GOALS/ SKILLS

Name the author and illustrator and their job

ASSESSMENTS

RESOURCES

Concepts of print assessment

StoryTown literature: Bear’s Busy Family, Bee Bim Bop

Concepts of print assessment

Non fictional texts related to the theme from the school library

Recognize that the people or the animals in a story are the characters Ask questions during a story to help understand and enjoy the story Retell a story be recalling who the story is about, where the story takes place, and what happens first, next and last Make predictions in order to better understand and enjoy stories.

Reading Informational Text

Identify the front cover, back cover, and title page of the book. CC.1.2.K.E

Performance Task #2 Identify parts of a book (title, author) and parts of a text (beginning, end, details). CC.1.2.K.E Follow words left to right, top to bottom, page by page. CC.1.1.K.B Isolate and pronounce initial, medial and final sound in CVC words. CC.1.1.K.C


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

StoryTown non-fiction leveled readers

Recognize and produce rhyming words; distinguish rhyming words from non-rhyming words Identify groups of words with the same beginning sounds.

Recognize and produce rhyming words. CC.1.1.K.C

Divide spoken sentences into individual words.

Demonstrate basic knowledge of one-to-one lettersound correspondence. CC.1.1.K.D

Recognize the consonants N, P and C and the vowel A

Associate and long and short sounds with common spellings for the five major vowels. CC.1.1.K.D

Recognize the HFW the, go.

Read grade level HFW with automaticity. CC.1.1.K.D

PAST Test Teacher observation and maintenance of checklists and anecdotal notes.

StoryTown phonemic awareness lessons




With prompting and support, illustrate using details and dictate/write using descriptive words. CC.1.4.K.E

Writing

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES


StoryTown writing lessons and activities.

Generate questions, answer questions, make predictions.

Teacher observation and maintenance of checklists and anecdotal notes.

StoryTown literature: Bear’s Busy Family, Bee Bim Bop

Students will spell simple words phonetically in captions


StoryTown phonics lessons.

Write captions and sentences Focus on conventions and idea generation

Make logical connections between drawing and writing. CC.1.4.K.J Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.L Write routinely over short time frames. CC.1.4.K.X Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.B

Speaking and Listening



Demonstrate a grade-appropriate command of the conventions of the standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.4.K.F




CORE GOALS/ SKILLS

With prompting and support, identify characters, settings, and major events in a story. CC.1.3.K.C

Recognize that the people or the animals in a story are the characters


Ask questions during a story to help understand and enjoy the story


Retell a story by recalling who the story is about, where the story takes place, and what happens first next and last

ASSESSMENTS

Graphic organizer Report Card Assessment

Reading Literature

RESOURCES

StoryTown literature: Jessica, Chicken Chickens Go to School, Sparky and Eddie, Tucker’s Four Carrot School Day

Teacher Observation

Make predictions in order to better understand and enjoy stories. Reading Informational Text


With prompting and support, make a connection between two individuals, events, ideas, or pieces of information in a text. CC.1.2K.C

Students will identify a common theme across texts and compare individual characters, events, and ideas

Teacher observation during group discussion

Non fictional texts related to the theme from the school library; StoryTown non-fiction leveled readers.

Read emergent-reader text with purpose and understanding. CC.1.1.K.E

Students will complete a Shape Go! Map for beginning, middle, and end of an emergent reader text.

Performance Task #3

StoryTown teaching materials, including decodable and leveled readers.

Recognize and produce rhyming words. CC.1.1.K.C Blend and segment onsets and rimes of singlesyllable spoken words. CC.1.1.K.C Count, pronounce, blend, and segment syllables in spoken words. CC.1.1.K.C

Recognize and produce rhyming words; blend syllables to say words; blend onsets and rimes; recognize and produce rhyming words Read the phonograms –at and –am; recognize the consonant D; read the phonograms –ap and –an. Recognize the HFW to, like, he




Use a combination of drawing, dictating and writing to focus on one specific topic. CC.1.4.K.B

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES

StoryTown literature: I Love School, The Little School Bus, Jessica, Chicken Chickens go to School, Sparky and Eddie

Write sentences about me and caption sentences


Focus on voice, idea generation and word choice.

Student completion of graphic organizers

Summarizing and stating the beginning, middle, and end of a story.

Teacher observation and maintenance of checklists and anecdotal notes.

StoryTown literature: I Love School, the Little School Bus, Jessica, Chicken Chickens go to School, Sparky and Eddie, Tucker’s Four Carrot School Day

Students will begin writing sentences, capitalizing the first word in a sentence, and the pronoun I.

Concepts of Print Assessment

StoryTown literature

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.L Writing

Write routinely over short time frames. CC.1.4.K.X Form and opinion by choosing between two familiar topics. CC.1.4.K.H Generate ideas and details to convey information that relates to the chosen topic. CC.1.4.K.C. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.B Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC.1.5.K.C


Share stories, familiar ideas and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.D Speak audibly, and express thoughts feelings and ideas clearly. CC.1.5.K.E Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content. CC.1.5.K.G


Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.F

Teacher review of student writing samples Students will recognize and use ending punctuation.

Theme 4, 2nd Trimester



RESOURCES

StoryTown literature: Down on the Farm, Mrs. Wishy Washy’s Farm, Farms Feed the World, Little Red Hen, Johnny and the 3 Goats, Millie and Mudhole

Make inferences to connect illustrations to the text

Teacher observations

StoryTown non-fiction literature: Farms Feed the World

Isolate and pronounce initial, medial and final sound in CVC words. CC.1.1.K.C

Isolate the initial sounds in words; segment words into syllables

PAST test

StoryTown phonics lessons, decodable texts and leveled readers

Blend and segment onsets and rimes of singlesyllable spoken words. CC.1.1.K.C

Delete syllables from words; isolate final and medial sounds in words; blend onsets and rimes


Recognize the vowel I and the consonant F; read the phonograms –it and –ip

Associate the long and short sounds with common spellings for the five major vowels. CC.1.1.K.D

Recognize the HFW come, here, this

Use words or phrases acquired through conversations, reading and being read to, and responding to texts. CC.1.3.K.J

Students will listen and respond to a story.

ASSESSMENTS

Teacher observation of students retelling stories using retelling cards in small group instruction

Identify characters, settings, and major events in a story. CC.1.3.K.C

Reading Literature

CORE GOALS/ SKILLS

Identify text patterns in a story, draw conclusions, make inferences about info in a text and connect the text to life experiences. Identify beginning, middle, and end

Make connections between the illustrations and the text in a story. CC.1.3.K.G Ask and answer questions about unknown words in a text. CC.1.3.K.F


Answer questions to describe the relationship between illustrations and the text in which they appear. CC.1.2.K.G Identify the reasons an author gives to support points in a text. CC.1.2.K.H


Read emergent reader text with purpose and understanding. CC.1.1.K.E

Phonemic awareness lessons from the Florida Binder.




Use a combination of drawing, dictating and writing to compose narratives that describe real or imagined experiences or events. CC.1.4.K.M

CORE GOALS/ SKILLS

Students will understand the purpose of a list, write a list, understand the purpose of a poster, write a poster, and write a poem

ASSESSMENTS


Big Book of Rhymes

Performance Task #4

StoryTown writing lessons and activities Shape Go! Map

Describe experiences and events. CC.1.4.K.O

Writing

RESOURCES

Recount and 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. CC.1.4.K.P Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.L Write routinely over short time frames. CC.1.4.K.X Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC.1.5.K.C Share stories, familiar ideas and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.D


Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.K.A Speak audibly, and express thoughts feelings and ideas clearly. CC.1.5.K.E Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content. CC.1.5.K.G.

Drawing conclusions Retell the beginning, middle, and end of a story

Teacher observation and maintenance of anecdotal notes and checklists.

StoryTown literature: Down on the Farm, Mrs. Wishy Washy’s Farm, Farms Feed the World, Little Red Hen, Johnny and the 3 Goats, Mille and Mudhole






CORE GOALS/ SKILLS

Students will use proper nouns

ASSESSMENTS

Teacher observation and maintenance of anecdotal notes and checklists Teacher review of student work samples

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.R

RESOURCES

StoryTown resources including Big Book of Rhymes, Big Books




Answer questions about key details in a text. CC.1.3.K.B Reading Literature

Actively engage in group reading activities with purpose and understanding. CC.1.3.K.K

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES

Students will note details, listen and respond to a story, ask questions to get information, listen for information, draw conclusions, develop strategies to aid in comprehension

Teacher observation and maintenance of checklists.

StoryTown literature: Winter Lullaby, What will the Weather Be Like Today, When a Storm comes Up, Bear Snores On, Hello Sun, The Crow and the Pitcher

Students will identify the main idea and read the key details

Performance Task #5

StoryTown non-fiction text: When a Storm Comes Up

Isolate the initial, medial and final sounds in words.

PAST test

StoryTown phonics lessons and use of decodable texts and leveled readers

Ask and answer questions about unknown words in a text. CC.1.3.K.F Identify the main idea and retell key details of text. CC.1.2.K.A


Ask and answer questions about unknown words in a text. CC.1.2.K.F Use words and phrases acquired through conversations, reading, and responding to texts. CC.1.2.K.J Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon grade level reading and content. CC.1.2.K.K Isolate and pronounce initial, medial and final sound in CVC words. CC.1.1.K.C Demonstrate basic knowledge of one-to-one lettersound correspondence. CC.1.1.K.D Associate the long and short sounds with common spellings for the five major vowels. CC.1.1.K.D


Read grade level HFW with automaticity. CC.1.1.K.D Write routinely over short time frames. CC.1.4.K.X Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.F

Recognize the consonants B and K and the vowel O; read the phonograms –in and –ig. Recognize the HFW me, for, where, do, you, look

Teacher observation and maintenance of checklists

Phonemic awareness lessons from the Florida Binder





Writing

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES

Students will ask questions to identify punctuation, write a question, identify and use correct punctuation, learn about interviews, write interview questions, and write exclamations.

Teacher review of student work

StoryTown writing lessons and activities

Generate and answer questions and reread to monitor comprehension

Teacher observation checklist

StoryTown literature: Winter Lullaby, What Will the Weather Be Like Today, When a Storm Comes Up, Bear Snores On, Hello Sun, The Crow and the Pitcher

Recall information from experiences, or gather information from provided sources to answer a question. CC.1.4.K.W Explore and variety of digital tools to produce and publish writing. CC.1.4.K.U Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation, and spelling. CC.1.4.K.L Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC.1.5.K.C Share stories, familiar ideas and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.D


Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.B Speak audibly, and express thoughts feelings and ideas clearly. CC.1.5.K.E Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content. CC.1.5.K.G





Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.R

CORE GOALS/ SKILLS

Use inflections

ASSESSMENTS

Teacher observation and maintenance of anecdotal notes and checklists

RESOURCES

StoryTown Resources: robust vocabulary, phonics, HFW



Reading Literature


CORE GOALS/ SKILLS


Recognize that the setting of a story is where and when it takes place


Recognize that paying attention to who the characters are and where and when the story takes place will help to understand a story

Identify characters, settings, and major events in a story. CC.1.3.K.C Identify the main idea and retell key details of text. CC.1.2.K.A

ASSESSMENTS

Performance task #6

RESOURCES

StoryTown literature: David’s Drawings, Snowmen at Night, Chugga Chugga Choo Choo, and I’m a Jolly Farmer

Summarize a story by telling what it is about in a couple of sentences Pay attention to what happens in the beginning, middle and end of a story in order to better understand the story Use graphic organizers to help better understand and remember what happens in stories.



Summarize events in a text by telling what it is about in a couple of sentences

Make a connection between two individual events, ideas or pieces of information in a text. CC.1.2.K.C

Pay attention to what happens in the beginning, middle and end of a story in order to better understand the story

Student completion of graphic organizers.


Use graphic organizers to help better understand and remember what happens in stories.



Isolate the initial, medial and final sounds in words


Recognize the consonants L, H, W and X; read the phonograms –ot and –op


Recognize HFW one, see, what, do

End of unit assessments from StoryTown; PAST test; teacher observation and maintenance of anecdotal notes

StoryTown teaching materials, including decodable and leveled readers



COMMON CORE STANDARDS Use a combination of drawing, dictating and writing to compose informative/explanatory texts. CC.1.4.K.A

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES

Graphic organizers; StoryTown writing activities and lesson plans

Focus on how to organize writing

Teacher review of student work to assess organization and generation of ideas, conventions and invented spelling

Participate in classroom discussions about story structure, summarizing events in stories

Teacher observation and using StoryTown retelling cards

StoryTown literature and retelling cards.

Teacher observation and maintenance of anecdotal notes during classroom discussions; Teacher review of student writing samples.

StoryTown Resources: robust vocabulary, phonics, HFW

Write commands, directions and story responses

Write routinely over short time frames. CC.1.4.K.X Writing

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.F Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.B Speak audibly, and express thoughts feelings and ideas clearly. CC.1.5.K.E


Participate in sharing and activities during morning meeting.

Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content. CC.1.5.K.G Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC.1.5.K.C Share stories, familiar ideas and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.D


Use words or phrases acquired through conversations, reading and being read to, and responding to texts. CC.1.3.K.J Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading or content. CC.1.3.K.I

Use robust vocabulary and other vocabulary acquired from StoryTown literature in writing and conversation; accurately spell HFW that have been taught in writing; accurately use consonants and vowels that have been taught in invented spelling



Reading Literature


CORE GOALS/ SKILLS

Recognize common types of text. CC.1.3.K.E

Distinguish between reality and fantasy


Summarize a story by telling what it is about in a couple of sentences


Recognize what paying attention to who the characters are and where and when the story takes place will help to understand a story

Identify characters, settings, and major events in a story. CC.1.3.K.C Answer questions about key details in a text. CC.1.3.K.B

ASSESSMENTS

RESOURCES

Performance task #7

StoryTown literature: Swing High, Swing Low, What a Treasure, Pet Show, The Snug Little House, Town Mouse and Country Mouse

Student completion of graphic organizers



StoryTown teaching materials including decodable and leveled readers

Recognize that the setting of a story is where and when it takes place Self-monitor comprehension by re-reading parts of a story that are confusing.

Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade-level reading or content. CC.1.3.K.I Reading Informational Text


Identify the main idea and retell key details of text. CC.1.2.K.A Answer questions about key details in a text. CC.1.2.K.B

Summarize a text in a few sentences Self monitor comprehension by re-reading parts of a text that are confusing


Isolate the initial, medial and final sounds in words; blend phonemes to say words

Blend and segment onsets and rimes of singlesyllable spoken words. CC.1.1.K.C

Read phonograms –ox, -ix, -ed and –en; recognize the short vowel e

Associate the long and short sounds with common spellings for the five major vowels. CC.1.1.K.D

Recognize HFW up, down, we, want, out, who





Use a combination of drawing, dictating and writing to compose narratives that describe read or imagined experiences or events. CC.1.4.K.M

CORE GOALS/ SKILLS

Write descriptions of people, places and things

ASSESSMENTS

RESOURCES

Graphic organizers; StoryTown writing activities and lesson plans

Focus on word choice

Teacher review of student work to assess use of descriptive words, conventions and invented spelling.

Participate in class discussions about genre, story structure and summarizing events in texts.

Teacher observation and using StoryTown retelling cards.

StoryTown literature and retelling cards

Write routinely over short time frames. CC.1.4.K.X Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.R

Writing

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage punctuation and spelling. CC.1.4.K.L Illustrate using details and write/dictate using descriptive words. CC.1.4.K.E Respond to questions and suggestions, and add details to strengthen writing as needed. CC.1.4.K.T Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.B Speak audibly, and express thoughts, feelings and ideas clearly. CC.1.5.K.E Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content. CC.1.5.K.G



Participate in sharing and activities during morning meeting.


Kindergarten Curriculum Map CONTENT Language (to include grammar, vocabulary, spelling)



CORE GOALS/ SKILLS

Use adjectives, verbs and robust vocabulary

ASSESSMENTS

Teacher observation and maintenance of anecdotal notes during classroom discussions; Teacher review of student writing samples

RESOURCES

StoryTown Resources: robust vocabulary, phonics, HFW, Big Book of Rhymes and Poems

Theme 8, 3rd Trimester


Reading Literature



CORE GOALS/ SKILLS


Ask questions during a story to help understand and enjoy the story


Recognize that the main idea of a story is what the story is mostly about

Identify characters, settings, and major events in a story. CC.1.3 K.C

Recognize that answering questions can help you enjoy and understand what you read


Recognize that the characters in a story are the people and animals the story is about

Identify the main idea and retell key details of text. CC.1.2.K.A

Make inferences by using clues from words and pictures in a story.


Recognize the main idea of a text

ASSESSMENTS

RESOURCES

Teacher observation and maintenance of anecdotal notes during classroom discussions about main idea and story elements.

StoryTown Literature: Zara’s Hats, Caps for Sale, My Teacher Can Teach Anyone, Bravo Maurice, Pig Pig Gets a Job

Performance task #8

StoryTown Literature: Everybody Works



Answer questions about the text Make a connection between two individual events, ideas, or pieces of information in a text. CC.1.2.K.C

Make text to self and text to text connections.

Actively engage in group reading activities with purpose and understanding CC.1.2.K.L Blend and segment onsets and rimes of singlesyllable spoken words. CC.1.1.K.C



Blend and segment phonemes to say words Recognize the consonants V, J, Y and Z; read the phonograms –et and –eg Recognize the HFW are, they, she, good

Associate the long and short sounds with common spellings for the five major vowels. CC.1.1.K.D Read grade level HFW with automaticity. CC.1.1.K.D




Use a combination of drawing, dictating and writing to compose narratives that describe real or imagined experiences or events. CC.1.4.K.M Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.R Make logical connections between drawing and dictation/writing. CC.1.4.K.D Use a combinations of drawing, dictating and writing to compose opinion pieces on familiar topics. CC.1.4.K.G

Writing

Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.L Write routinely over short time frames. CC.1.4.K.X Establish “who” and “what” the narrative will be about. CC.1.4.K.N Illustrate using details and write/dictate using descriptive words. CC.1.4.K.E Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.K.A Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.B

CORE GOALS/ SKILLS

Write short stories with dialogue Focus on conventions and sentence fluency

ASSESSMENTS

Teacher review of student work to assess use of conventions, word choice and invented spelling; journal writing; graphic organizers for narrative writing

RESOURCES

Graphic organizers; StoryTown writing lesson plans and activities




Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content. CC.1.5.K.G Speaking and Listening

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES

Generate and answer questions; make inferences

Teacher observation and using StoryTown retelling cards.


Find spelling and grammar mistakes in morning messages

Teacher observation and maintenance of anecdotal notes during classroom discussions; teacher review of student writing samples

StoryTown Resources: robust vocabulary, phonics, HFW, Big Book of Rhymes and Poems

Ask and answer questions in order to seek help, get information, or clarify something this is not understood. CC.1.5.K.C. Share stories, familiar ideas and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.D



Model editing by ear Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.R




CORE GOALS/ SKILLS

ASSESSMENTS

Identify characters, settings, and major events in a story. CC.1.3.K.C

Recognize that the details in a book are the small bits of information in the words and pictures that help readers understand what the author is writing about

Teacher observation and maintenance of anecdotal notes during classroom discussions about story elements and details; teacher review of student graphic organizers

StoryTown Literature: Whose House, How Many Spots Does a Leopard Have?, Good Morning Little Polar Bear, Clever Tortoise, How the Chipmunk Got His Stripes

Teacher observation and maintenance of anecdotal notes during classroom discussions about story elements and details; teacher review of student graphic organizers

StoryTown Literature: Red Eyed Tree Frog



Ask and answer questions about unknown words in a text. CC.1.3.K.F Reading Literature


RESOURCES

Use graphic organizers to help better understand and remember what happens in stories Identify the characters, problem and solution in a story in order to better understand and remember it Recognize that the main idea of a story is what the story is mostly about Self-monitor comprehension by re-reading parts of a story.

Identify the main idea and retell key details of text. CC.1.2.K.A

Identify the main ideas of a text Recognize story structure


Answer questions about key details in a text. CC.1.2.K.B Answer questions to describe the relationship between illustrations and the text in which they appear. CC.1.2.K.G

Use graphic organizers to help better understand and remember what happens in stories To recognize that details help readers understand what the author is writing about.

Actively engage in group reading activities with purpose and understanding. CC.1.2.K.L Blend and segment onsets and rimes of singlesyllable spoken words. CC.1.1.K.C


Isolate and pronounce initial, medial and final sound in CVC words. CC.1.1.K.C Demonstrate basic knowledge of one-to-one lettersound correspondence. CC.1.1.K.D Read grade level HFW with automaticity. CC.1.1.K.D

Isolate the initial, medial and final sounds in words; blend phonemes in words; delete and substitute phonemes in words Recognize the short vowel U and the consonant Q; read the phonograms –un and –ut. Recognize the HFW and, there, give, little, that, have




Use a combination of drawing, dictating and writing to compose informative/explanatory texts. CC.1.4.K.A

CORE GOALS/ SKILLS

ASSESSMENTS

RESOURCES

Write a friendly letter and an invitation; focus on idea generation and organization

Performance task #9


Monitor comprehension of texts by re-reading

Teacher observation; checklists


Generate ideas and details to convey information that relates to the chosen topic. CC.1.4.K.C Illustrate using details and write/dictate using descriptive words. CC.1.4.K.E Writing

Write routinely over short time frames. CC.1.4.K.X Participate in individual or shared research projects on a topic of interest. CC.1.4.K.V Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.F Speak audibly and express thoughts feelings and ideas clearly. CC.1.5.K.E







Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.R

CORE GOALS/ SKILLS

Use conventions of English language writing including punctuation, grammar and spelling

ASSESSMENTS

Teacher observation and maintenance of anecdotal notes during classroom discussions; Teacher review of student writing samples.

RESOURCES

StoryTown Resources: robust vocabulary, phonics, HFW, Big Book of Rhymes and Poems; Alphabet Poem Chart



Reading Literature


RESOURCES

Teacher review StoryTown practice book page (in theme 10 practice book) for comparing and contrasting characters from stories

StoryTown Literature: A Mouse told His Mother, Igor the Bird Who Couldn’t Sing, The Three Little Pigs, I Wish I Were a Pilot, The Kite Festival, The Three Billy Goats Gruff

Generate questions about a text, to compare and contrast the experiences of different people in different texts.

Performance task #10

Non-fictional texts related to the theme from the school library; StoryTown non-fiction leveled readers.

Blend, segment and delete syllables in words; blend onset and rime in words; isolate, blend, identify, delete and substitute initial, medial and final sounds in words.


StoryTown teaching materials, including decodable and leveled readers

Distinguish between reality and fantasy


Generate questions about a story in order to better understand and enjoy it.


Draw conclusions about things the author hasn’t explicitly stated by recognizing clues in the words or pictures


Compare and contrast the experiences of characters in different stories

Identify basic similarities and differences between two texts on the same topic. CC.1.2.K.I Count, pronounce, blend, and segment syllables in spoken words. CC.1.1.K..C Blend and segment onsets and rimes of singlesyllable spoken words. CC.1.1.K.C


ASSESSMENTS

Recognize common types of text. CC.1.3.K.E

Compare and contrast the adventures and experiences of characters in familiar stories. CC.1.3.K.H Reading Informational Text

CORE GOALS/ SKILLS

Isolate and pronounce initial, medial and final sound in CVC words. CC.1.1.K.C Demonstrate basic knowledge of one-to-one lettersound correspondence. CC.1.1.K.D Associate the long and short sounds with common spellings for the five major vowels. CC.1.1.K.D Read grade level HFW with automaticity. CC.1.1.K.D

Read the phonograms –up and –ug; review the short vowels; build and read CVC words, recognize that as the letters of words change, so do their sounds. Review HFW previously taught




Use a combination of drawing, dictating and writing to compose narratives that describe real or imagined experiences or events. CC.1.4.K.M

CORE GOALS/ SKILLS

Write a thank you note and a personal narrative

ASSESSMENTS

RESOURCES

Performance task #10


Teacher observation and maintenance of checklists


Focus on word choice, sentence fluency and writer’s voice

Write routinely over short time frames. CC.1.4.K.X Describe experiences and events. CC.1.4.K.O Writing

Recount and 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. CC.1.4.K.P Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC.1.4.K.R Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.B Speak audibly and express thoughts, feelings and ideas clearly. CC.1.5.K.E



Generate and answer questions and make inferences


Kindergarten Curriculum Map CONTENT Language (to include grammar, vocabulary, spelling)


Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, punctuation and spelling. CC. 1.4.K.R

CORE GOALS/ SKILLS

Use conventions of English language writing including punctuation, grammar and spelling.

ASSESSMENTS

Teacher observation and maintenance of anecdotal notes during classroom discussions; Teacher review of student writing samples

RESOURCES

StoryTown Resources: robust vocabulary, phonics, HFW, Big Book of Rhymes and Poems; Alphabet Poem Chart