LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Concepts of Print
Key Learning: Understanding the organization of a book helps me to read.
Unit Essential Question: How does an author organize a book?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
1
Parts of a Book
1.1.K.A
Concept:
2
Directionality
Word Text Correspondence
Concept:
3
Punctuation
1.1.K.A
1.1.K.A, 1.1.K.B
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
What are the parts of a book? (A)
How do I know the difference between
letters and words? (A)
How does punctuation help me to read
like I am talking? (A)
How do I follow a text when I read? (A)
Why does an author use different
types of punctuation? (A)
What can I learn from the front of a
book? (A)
What is the difference between
illustrations and print? (A)
How do I know when a sentence
ends? (A)
Vocabulary:
Vocabulary:
Vocabulary:
front cover, back cover, words, title,
author, illustrator, title page,
illustrations
left, right, front, back, top, bottom,
return sweep, match, point, letter,
word, space
period, question mark, exclamation
mark, comma, quotations
Connection to Reading Street:
Connection to Reading Street:
Connection to Reading Street:
Additional Information:
spaghetti / meatball spaces, spacemen
2/12/2016
Page 1
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Phonological Awareness
Key Learning: Words can be taken apart and put back together to help me learn.
Unit Essential Question: How will listening to different sounds
help me to learn?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
1
Concept:
2
Concept:
3
Environmental Sounds
Rhyming
Concept of Word
1.1.K.C
1.1.K.C, 1.1.K.B
1.1.K.C
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
What sounds do I hear around me?
(A)
How do I know when words rhyme?
(A)
How do I know the difference between
letters, words and sentences? (A)
How do create sounds around me? (A)
How can I make words rhyme? (A)
How do I follow a text when I read? (A)
Vocabulary:
Vocabulary:
Vocabulary:
What sounds do I hear around me?
(A)
Rhyme, identify, produce
Letter, word, sentence
Letters make words.
Words make sentences.
How do I create sounds around me?
(A)
Connection to Reading Street:
Rhyming words sound the same at the
end.
Connection to Reading Street:
Connection to Reading Street:
Unit 1:
2/12/2016
Page 2
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Phonological Awareness Map (continued)
Concept:
4
Concept:
5
Concept:
6
Sound Identification
Syllables
Onset Rime
1.1.K.C
1.1.K.E
1.1.K.E
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How does saying the sounds in words
help me read and write? (A)
How do I break a word into parts? (A)
How do I break a word into parts? (A)
How do I blend sounds to say a word?
(A)
How do I blend sounds to say a word?
(A)
Vocabulary:
Vocabulary:
Vocabulary:
Initial, final, medial, sound
DIBELS ISF Benchmarks:
Fall: 8-24
Winter: 25-41
parts, break, syllables, sound
parts, break, onset, rime, chunk
Connection to Reading Street:
Connection to Reading Street:
Connection to Reading Street:
Concept:
7
Concept:
8
Concept:
9
Segmenting Phonemes
Blending
Substituting Phonemes
1.1.K.E
1.1.K.C, 1.1.K.F
1.1.K.E
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How do I break a word into parts? (A)
How do I blend sounds to say a word?
(A)
How does moving a sound change a
word? (A)
How do I blend sounds to read a
word? (A)
How does deleting a sound change a
word? (A)
Vocabulary:
Vocabulary:
Vocabulary:
stretch, phoneme, segment, sounds
DIBELS PSF Benchmarks:
Winter: 18-35
Spring: 35-49
blend, sounds, phoneme
DIBELS Benchmarks:
Fall: NWF 13-25
Winter: NWF , WRC 1-2,
Spring: NWF 25-44, WRC 3-5
delete, change, sound, phoneme,
move
Connection to Reading Street:
Connection to Reading Street:
Connection to Reading Street:
How does hearing and saying each
sound help me to read and write? (A)
Additional Information:
District Benchmarks
2/12/2016
Page 3
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Comprehension – Shared Reading and Teacher Modeling
Key Learning: I can learn by listening to my teacher model and talk during shared reading.
Unit Essential Question: How does listening to my teacher model and
talk while reading help me understand?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
1
Concept:
2
Concept:
3
Previewing
Predicting
Visualizing
1.1.K.K, 1.1.K.L
1.3.K.B
1.1.K.K.
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How can the title and the cover of a
book help me think about the story?
(A)
How can I use the title and the cover
to make a prediction? (A)
How does the title create a picture in
my mind? (A)
How do I use the illustrations to help
me make predictions? (A)
How do the illustrations create pictures
in my mind? (A)
How do the illustrations create the
story? (A)
How do the words create pictures in
my mind? (A)
Vocabulary:
Vocabulary:
Vocabulary:
preview, title, cover, illustrations,
picture walk and talk, model using a
variety of text including poetry
title, cover, prediction, illustrations,
stop and think, look at the pictures,
model using a variety of text including
poetry
title, picture, words, model using
variety of text including poetry
Connection to Reading Street:
Connection to Reading Street:
Connection to Reading Street:
2/12/2016
Page 4
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Comprehension – Shared Reading and Teacher Modeling Map (continued)
Concept:
4
Concept:
5
Concept:
6
Making Connections
Retelling
Vocabulary
1.3.K.A
1.2.K.A, 1.2.K.B
1.1.K.K, 1.1.K.L, 1.1.K.M., 1.1.K.N.
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
What does the story make me think
about? (A)
How should I begin to retell this story?
(A)
Why is it important to story vocabulary
when I talk about the story? (A)
How can I start at the beginning and
tell what happened in the story? (A)
How do I connect use new
vocabulary? (A)
How can I use characters, names, and
important details in my retelling? (A)
What resources can be used to build
my vocabulary? (A)
How do I remember the whole story?
(A)
Vocabulary:
Vocabulary:
Vocabulary:
model using a variety of text including
poetry
beginning, end, before/after,
characters, details, model using a
variety of text including poetry,
prompts: what happens next, tell me
more
vocabulary, resources (word wall,
reference materials, text), model
Connection to Reading Street:
Connection to Reading Street:
Connection to Reading Street: (mostly Vocab)
using a variety of text including poetry
Additional Information:
big books, text
2/12/2016
Page 5
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Comprehension – Guided Reading
Key Learning: Language, pictures, and print have meaning and give me information.
Unit Essential Question: How do I get information from what I read?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
1
Concept:
2
Concept:
3
Word Solving in Context
Strategies
Critical Reading
1.1.K.H
1.2.K.A, 1.3.K.A
1.1.K.A, 1.2.K.A
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How can I use the picture to help me
when I read? (A)
What do I do before I read? (A)
How do pay attention to pattern when I
am reading? (A)
What do I do while I am reading? (A)
How can I use the beginning of a word
to help me when I read? (A)
How do I know what I read? (A)
How do I remember and tell what I
read? (A)
Vocabulary:
Vocabulary:
Vocabulary:
picture, beginning, word, tricky,
unknown, self-correct, Questioning:
Does this make sense? Does this look
right? Does this sound right?
pretell – sharing steps in a process
(lining up for lunch, brushing your
teeth), predict, preview, retell (refer to
Comprehension-Shared Reading Map
for specific instructional information on
these strategies)
retell, details, pictures, sequence,
pattern (of text), change in pattern,
character, vocabulary specific to text
Connection to Reading Street:
Connection to Reading Street: (monitoring)
Connection to Reading Street:
See also Phonological Awareness
Map
Comprehension – Guided Reading Map (continued)
Concept:
4
Fluency
1.1.K.J
2/12/2016
Page 6
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Lesson Essential Questions:
What does reading sound like? (A)
Vocabulary:
talking, letter naming fluency
Connection to Reading Street:
addressed in all units
Additional Information:
Leveled text, strategy
2/12/2016
Page 7
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Phonics and Word Study
Key Learning: Automatic recognition of letters and sounds helps me to read and write.
Unit Essential Question: How does knowing letters and
sounds help me to be a better reader and writer?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
Environmental Print
1.1.K.C
1
Concept:
2
Letter Name
(Alphabetic Principle)
3
Concept:
Letter Sound Relationships
1.1.K.C
1.1.K.C
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
What can I read in my world? (A)
Why is it important for me to know letter
names? (A)
Why is it important for me to know
letter sounds? (A)
Why is it important to quickly name
letters? (A)
How do I use letter sounds to read
and write? (A)
Why is it important to put letters in order?
(A)
How does saying the sounds
quickly help me to read? (A)
How do I blend sounds to read a
word? (A)
Vocabulary:
Vocabulary:
Vocabulary:
print
letter, alphabet, fluency (with letter
naming), alphabet arc,
DIBELS LNF Benchmarks
Fall: 8-34
Winter: 27-40
Spring: 40-49
letter, sound, blend
Connection to Reading Street:
Connection to Reading Street:
Connection to Reading Street:
2/12/2016
Page 8
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Phonics & Word Study Map (continued)
4
Concept:
Letter Formation
Concept:
5
6
Concept:
Word Families
High Frequency Words/Sight
(Rime Chunks with Short Vowels) Words
1.1.K.C
1.1.K.C, 1.3.K.C
1.1.K.C
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How does knowing the shapes of letters
help me to read and write letters? (A)
How are words within word families
the same? (A)
Why are sight words important? (A)
How do I write letters? (A)
Why is it important for me to write my
words? (A)
What happens when I change the
first letter of a word in a word family?
(A)
How do sight words help me to read
and write? (A)
Vocabulary:
Vocabulary:
Vocabulary:
top, bottom, straight lines, big line, short
line, big curve, little curve, upper case,
lower case, shapes, form, spell, name
Utilize multi-sensory activities to support
and practice letter formation.
chunk, word families, core chunks (at, -an, -it, -in, -ot, -et, -en,-up, -un)
word walls, sight words
Connection to Reading Street:
Connection to Reading Street:
Concept:
*see grade level sight word
assessment
Connection to Reading Street:
6
Using References
1.1.K.C
Lesson Essential Questions:
What helps me write letters and words?
(A)
Vocabulary:
letter/sound chart, alphabet strip, name
chart, name tag, alphabet arc, word wall,
Quick Word Book
Connection to Reading Street:
Additional Information:
alphabet arc, word wall, alphabet strip, letter charts for fluency practice, letter/sound charts, Handwriting Without Tears
materials
2/12/2016
Page 9
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Instruction with phonological awareness is a precursor to word study. Instruction of word families occurs at the phonics –
print level.
2/12/2016
Page 10
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Analyzing and Interpreting Fiction
Key Learning: Fiction stories are organized with a character, setting, problem and order of events.
Unit Essential Question: How does an author organize a fiction text?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
1
Concept:
Story Elements
Literary Devices
1.3.K.A, 1.3.K.B
1.1.K.D
Lesson Essential Questions:
Lesson Essential Questions:
What are the parts of a fiction text? (A)
How does rhyme make a text predictable? (A)
How can knowing the parts of a fiction text help me
understand what I read? (A)
How can I hear and see alliteration in text? (A)
Vocabulary:
Vocabulary:
character, setting, problem/wish, events, text
rhyme, alliteration
Connection to Reading Street:
Connection to Reading Street:
2/12/2016
2
Page 11
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Analyzing and Interpreting Non-Fiction
Key Learning: Non-fiction text (informational) is organized to give me real information.
Unit Essential Question: How does an author organize a nonfiction text
(informational)?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
1
Concept:
2
Text Features
Genre
1.2.K.C
1.2.3.A, 1.2.3.B, 1.3.3.A
Lesson Essential Questions:
Lesson Essential Questions:
How can I use text features to gather information? (A)
How do I know if a text is fiction or nonfiction? (A)
How do text features help me determine whether a text is
fiction or nonfiction? (A)
How can I use graphic organizers to help me comprehend?
(A)
What are the parts of a non-fiction text (organizational
features) that help me learn information? (A)
Vocabulary:
Vocabulary:
headings, graphics, charts/tables, graphs, captions,
photographs
fiction, non-fiction, topic, text features, facts, organization,
details
Connection to Reading Street:
Connection to Reading Street:
Additional Information:
non-fiction text, examples of text features (large graphs, charts, posters, maps, etc.)
2/12/2016
Page 12
LOWER DAUPHIN SCHOOL DISTRICT
Language Arts Curriculum Maps – Kindergarten
Topic: Speaking and Listening
Key Learning: Listening, recalling information, speaking clearly and participating makes learning
easier.
Unit Essential Question: How can I be a better learner?
Reading Street Key: CAPS = Targeted Lesson, R = review, PA =phonemic awareness
Concept:
1
2
Concept:
Concept:
3
Oral Language
Speaking
Listening Skills
1.6.K.B
1.4.K.B, 1.4.K.F, 1.6.K.A, 1.6.K.C
1.6.K.A., 1.6.K.E
Lesson Essential Questions:
Lesson Essential Questions:
Lesson Essential Questions:
How do I use my words to explain my
ideas and feelings? (A)
How does speaking clearly help me to
be understood? (A)
What makes a good listener? (A)
Vocabulary:
Vocabulary:
Vocabulary:
talk, sentence, pronouns
Speaker, speak, clear, loud, soft
listen, listener, take turns, attention
Connection to Reading Street:
Connection to Reading Street:
Connection to Reading Street:
Concept:
4
Concept:
5
Listening Comprehension (receptive language)
Asking and Answering Questions
1.6.K.A, 1.6.K.E
1.6.K.E, 1.6.K.F
Lesson Essential Questions:
Lesson Essential Questions:
How does a listening make me a better learner? (A)
How can I ask questions in a way that makes sense? (A)
How can I answer questions in a way that makes sense? (A)
Vocabulary:
Vocabulary:
listener, listen, information, details, directions, attention
ask, answer, question, sentence, participate, sense
Connection to Reading Street:
Connection to Reading Street:
Additional Information:
Classroom rules, text, books on tape, shared writing, big books, oral language cards, songs
2/12/2016
Page 13