Unit 2

Theme: Friends

 

Kindergarten

ELA

Unit Length and Description:

 

Approximately three weeks

Children will learn about making friends and being a friend as they strive to maintain a Kindergarten learning community. Since Kindergarten builds the foundation for reading success, this unit provides opportunities to reinforce phonemic awareness, phonics, listening comprehension, the alphabet, and beginning reading concepts. These lessons also offer chances for students to become friends and to continue with daily routines.

 

Standards:

 

 

Reading Standards for Literature

 

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.

 

RL.K.3

With prompting and support, identify characters, settings, and major events in a story.

 

RL.K.4

With prompting and support, ask and answer questions about unknown words in a text.

 

RL.K.5

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

 

RL.K.6

With prompting and support, define the role of the author and the illustrator of a story in telling the story.

 

RL.K.7

With prompting and support, make connections between the illustrations in the story.

 

RL.K.9

With prompting a support, compare and contrast the adventures and experiences of characters in familiar stories.

 

RL.K.10

Actively engage in group reading activities with purpose and understanding.

 

Reading Standards for Informational Text

 

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.

 

RI.K.3

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

 

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

With prompting and support, make connections between the illustrations and the text.

 

RI.K.7

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

 

RI.K.8

With prompting and support, identify the reason(s) an author gives to support point(s) in a text.

 

RI.K.9

With prompting and support, identify similarities and differences between two texts on the same topic.

 

RI.K.10

Actively engage in group reading activities with purpose and understanding.

 

Reading Standards: Foundational Skills

 

RF.K.1.a

Follow words from left to right, top to bottom, and page by page.

 

RF.K.1.b

Recognize that spoken words are represented in written language by specific sequences of letters.

 

RF.K.1.c

Understand that words are separated by spaces in print.

 

RF.K.1.d

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

 

RF.K.2.a

Recognize and produce rhyming words.

 

RF.K.2.b

Count, produce, blend, and segment syllables in spoken words.

 

RF.K.2.c

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

 

RF.K.2.d

Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words.

 

RF.K.2.e

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

 

RF.K.3.a

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sound(s) for each consonant.

 

RF.K.3.b

Associate the long and short sounds with common spellings for the five major vowels.

 

RF.K.3.c

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

 

RF.K.3.d

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

 

RF.K.4

Read emergent-reader texts with purpose and understanding.

 

Writing Standards

 

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.

 

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.

 

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.

 

W.K.5

With guidance and support, orally respond to questions and suggestions from adults and peers and add details to strengthen writing as needed.

 

W.K.6

With guidance and support from adults and peers, explore a variety of digital tools by participating in the production of a published writing.

 

W.K.7

Participate in shared research and writing projects.

 

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

 

SL.K.1.a

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

 

SL.K.1.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.

 

SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

 

SL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

 

SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

 

SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.

 

Language Standards

 

L.K.1.a

Print many upper- and lowercase letters.

 

L.K.1.b

Use frequently occurring nouns and verbs.

 

L.K.1.c

Form regular plural nouns orally by adding /s/ or/es/.

 

L.K.1.d

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

 

L.K.1.e

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

 

L.K.1.f

Produce and expand complete sentences in shared language activities.

 

L.K.2.a

Capitalize the first word in a sentence and the pronoun I.

 

L.K.2.b

Recognize and name end punctuation.

 

L.K.2.c

Write a letter or letters for most consonant and short vowel sounds (phonemes).

 

L.K.2.d

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

 

L.K.4.a

With guidance and support, identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck.

 

L.K.4.b

With guidance and support, use the most frequently occurring inflections and as a clue to the meaning of an unknown word affixes (e.g., -ed,-s, re-, un-, pre-, -ful, -less).

 

L.K.5.a

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

 

L.K.5.b

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

 

L.K.5.c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

 

L.K.5.d

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

 

L.K.6

Uses words and phrases acquired through conversations, reading and being read to, and responding to texts.

Standards: Instructional Outcomes

READING STANDARDS FOR LITERATURE

RL.K.1

  • With prompting and support, I can ask and answer questions about key details.

RL.K.2

  • With prompting and support, I can retell a story including details.

RL.K.3

With prompting and support:

  • I can identify the character(s)
  • I can identify setting.
  • I can identify major events of a story.

RL.K.4

  • I can ask questions about unknown words in a text.
  • I can answer questions about unknown words in a text.

RL.K.5

  • I can identify common types of text such as stories and poems.

RL.K.6

With prompting and support:

  • I can define the role of the author of a story in telling the story.
  • I can define the role of the illustrator of a story in telling the story.

RL.K.7

  • With prompting and support, I can make connections between the illustrations in the story and the text.

RL.K.9

  • With prompting and support, I can compare and contrast the characters in stories.

RL.K.10

  • I can participate in group reading activities with purpose and understanding.

 

READING STANDARDS FOR INFORMATIONAL TEXT

RI.K.1

  • With prompting and support, I can ask and answer questions about key details.

RI.K.2

With prompting and support:

  • I can identify the main idea.
  • I can retell key details of a text.

RI.K.3

  • With prompting and support, I can make connections in a text between individuals, events, ideas, or pieces of information.

RI.K.4

  • With prompting and support, I can ask and answer questions about an unknown word in a text.

RI.K.5

  • I can identify the front cover of a book.
  • I can identify the back cover of a book.
  • I can identify the title page of a book.

RI.K.6

With prompting and support:

  • I can define the role of the author of a text in presenting the ideas or information in a text.
  • I can define the role of the illustrator of a text in presenting the ideas or information in a text.

RI.K.7

  • With prompting and support, I can make connections between the illustrations and the text.

RI.K.8

o   With prompting and support, I can identify the main point(s) of a text.

RI.K.9

  • With prompting and support, I can identify how two texts on the same topic are alike and different.

 

RI.K.10

o   I can participate in group reading activities.

 

READING STANDARDS: FOUNDATIONAL SKILLS

RF.K.1.a

o   I can follow words from left to right.

o   I can follow words from top to bottom.

o   I can follow words page by page.

RF.K.1.b

  • I can recognize that letters form words.

RF.K.1.c

o   I can identify words in a sentence.

RF.K.1.d

o   I can name uppercase letters.

o   I can name lowercase letters.

RF.K.2.a

o   I can demonstrate an understanding of words.

o   I can recognize rhyming words.

o   I can produce a rhyming word.

RF.K.2.b

o   I can count syllables.

o   I can blend syllables.

o   I can segment syllables.

RF.K.2.c

o   I can identify word families (onsets and rimes)

RF.K.2.d

o   I can identify beginning sounds.

o   I can identify ending sounds.

o   I can identify the middle sound.

RF.K.2.e

o   I can make new words by changing the beginning, ending, or middle sound.

RF.K.3.a

o   I can say the sound(s) for each consonant.

RF.K.3.b

o   I know that vowels have both long and short sounds and can show you how they are spelled.

RF.K.3.c

o   I can read sight words.

RF.K.3.d

o   I can tell the difference between similar words by the way they are spelled.

RF.K.4

o   I can read.

o   I can answer questions about what I read.

 

WRITING

W.K.1 (Text Type: Opinion)

  • I can draw, dictate, and write my opinion about a story.

 

W.K.2 (Text Type: Informative/Explanatory)

  • I can write information about a topic.

W.K.3 (Text Type: Narrative)

o   I can draw, dictate and write about one event.

W.K.5

o   I can work with a friend and adults to add details to make my writing better.

W.K.6

o   I can participate in the production of a published writing using digital tools.

W.K.7

o   I can participate in shared research and writing projects.

W.K.8

o   I can answer questions about an experience in my life.

 

SPEAKING AND LISTENING STANDARDS

SL.K.1.a

  • I can follow speaking and listening rules.

SL.K.1.b

  • I can participate in a discussion about a topic.

SL.K.2

o   I can ask questions about a text if I need help.

o   I can answer questions about a text.

 

SL.K.3

o   I can ask questions if I need help.

o   I can answer questions.

SL.K.4

o   I can identify complete sentences.

o   I can tell about people, places, things, and events using key details.

SL.K.5

  • I can add drawings or pictures to provide details.

SL.K.6

o   I can speak using appropriate voice levels.

o   I can speak to share my thoughts, feelings, and ideas clearly.

 

LANGUAGE

L.K.1.a

  • I can print capital letters.
  • I can print lowercase letters.

L.K.1.b

  • I can use nouns.
  • I can use verbs.

L.K.1.c

  • I can make nouns plural (orally)

L.K.1.d

  • I can use questions words (who, what, when, where, why)

L.K.1.e

  • I can use the correct preposition to communicate. (orally)

 

L.K.1.f

  • I can speak in complete sentences.

L.K.2.a

  • I can capitalize the first word of a sentence.
  • I can capitalize the word I.

L.K.2.b

  • I can identify a period.
  • I can identify a question mark.

L.K.2.c

  • I can write a letter for each sound.

L.K.2.d

  • I can spell simple words.

L.K.4.a

  • With guidance and support, I can identify new meanings for words I already know and use them correctly.

L.K.4.b

o   With guidance and support, I can use beginnings and endings of words to help me figure out what they mean.

L.K.5.a

  • I can sort things into groups and use the names of the groups to help me understand them better (shapes, foods).

L.K.5.b

o   I can match some verbs (action words) and adjectives (describing words) with their opposites.

L.K.5.c

o   I can tell how words are used in real-life.

 

L.K.5.d

o   I can tell the difference between verbs (action words) that are almost alike.

o   I can act out the meaning of verbs.

L.K.6

o   I can use the new words I learn in different ways to show that I know what they mean.

 

 

Enduring Understandings:

 

        Friends are important.

        To have a friend, be a friend.

        Friends make life fun.

        Friends need friends.

 

Essential Questions:

 

        What does it mean to be a friend?

        What does it mean to have friends?

        How can I make friends?