ELD Quarter 1
Kindergarten
ELD Q 1
Time Frame: 8 Weeks
Kindergarten ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
Contribute to conversation and express ideas by asking and answering yes-no and wh-questions and responding using gestures, words, and
simple phrases.
2. Interactive via written English
Collaborate with the teacher and peers on joint composing projects of short informational and literary texts that include minimal writing
(labeling with a few words), using technology where appropriate for publishing, graphics, etc.
5. Listening actively
Demonstrate active listening to read‐ alouds and oral presentations by asking and answering yes‐ no and wh‐ _questions with oral sentence
frames and substantial prompting and support.
6. Reading/viewing closely
Describe ideas, phenomena (e.g., parts of a plant), and text elements (e.g., characters) based on understanding of a select set of grade‐ level
texts and viewing of multimedia with substantial support.
10. Composing/Writing
Draw, dictate, and write to compose very short literary text (e.g., story) and informational texts (e.g., a description of a dog), using a
familiar vocabulary collaboratively in shared language activities with an adult (e.g., joint construction of texts), with peers, and sometimes
independently.
Part III: Using Foundational Literacy Skills
RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.
a) Demonstrate basic knowledge of one-to one letter-sound correspondences by producing the primary sounds or many of the most frequent
sound for each constant.
o b) Associate the long and short sounds with common spellings for the five major vowels.
1
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 1
Learning Target:
Choose tasks based on students needs
Quick Write:
Practice writing letter Oo and first name
ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Foundational skills:
Beginning sounds
Reading:
Building background on friendship
Identifying characters and retelling
Writing:
Draw a picture of a friend
Tasks:

Quick Write
 Students will write their name independently or with teacher assistance using such items as: white boards, paper, tracing paper, magnet
letters, rainbow name, etc.
 Students will practice writing the uppercase ‘O’ and lowercase ‘o’ independently using white boards, paper, tracing with highlighter, rainbow
writing, etc.
 Foundational Skills
 Show picture cards that start with the /o/ sound (examples: octopus, otter, on, ox, olives, ostrich, octagon) to students. Have students repeat
the word and look at the picture as they are saying the word. *Teachers it is highly suggested to look for realia (if possible) and more pictures
to help increase the students’ vocabulary.
 Students will Think-Pair-Share with a partner using the picture cards. Students will say what they have and one thing about the picture card.
Examples of sentence frames students’ can use are: “I have ___.” “It lives ______.” “It has ____.”
 Reading
 Building background
 Teacher will ask students, “What is a friend?” and “What makes a good friend?” Teacher will create a circle map or other graphic organizer
recording the students’ responses.
 Teacher will say and write the sentence frames on chart paper, white board, or SMART board using students’ responses. Example: “A friend
is ____.” “Good friends can ______.”
 Teacher will go through steps on how to make a friend and then model the steps to students. Students can practice how to make a friend by
going through the steps. Teacher can also brainstorm a list of questions students can ask a new friend.
 Create a word web on “How do you feel when you make a friend?”
 Character, Setting, Retell
 Teacher will ask students “What is a character?” Teacher will respond, “A character is a person, animal or thing in a story.” Teacher can
show/read a book of choice to students and ask who is the character and why?
 Teacher will ask students “What is a setting?” Teacher will respond, “A setting is where the story took place.” Teacher can show/read a book
of choice to students and ask where is the setting and why?
2
Revised 5/18/14
ELD Quarter 1
Kindergarten


Writing


Using the book, Will I Have A Friend? have students retell the story using the pictures of the book.
Students will draw a picture of a new friend in class.
Teacher will draw a T-chart and title it “Good Friend” and “Not a Good Friend.” Teacher will list characteristics of each friend by recording
students’ responses.
3
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 2
Learning Target:
Choose tasks based on students needs
Quick Write:
Practice writing letters Oo and Aa and first name
ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Foundation skills:
Beginning sounds
Oral sentence frames
Reading:
Building background of friendship
Identifying characters, setting, and retelling
Writing:
How many letters in your name
Draw a picture of a friend
Write one sentence
Tasks:

Quick Write
 Students will write their name independently using items such as: white boards, paper, tracing paper, magnet letters, rainbow name, etc.
 Students can recite the alphabet out loud.
 Students will write the uppercase ‘A’ and lowercase ‘a’ independently using white boards, paper, tracing, etc.
 Students can also write the previous vowel, “Oo” if they are having difficulty with writing it.
 Teacher can show or draw a picture that begins with the /o/ sound or the /a/ sound and have students write the letter sound they listen to.

Foundational Skills
 Show picture cards that start with the /a/ sound (examples: ax, ant, alligator, astronaut, apple, anchor, ankle, animals) to students. Have
students repeat the word and look at the picture as they are saying the word. *Teachers it is highly suggested to look for realia (if possible)
and more pictures to help increase students’ vocabulary.
 Students will Think-Pair-Share with a partner using the picture cards. Students will say what they have and one thing about the picture card.
Examples of sentence frames students’ can use are: “I have ___.” “It lives ______.” “It has ____.”
 Reading
 Building background
 Ask students: “What are some things that make you a good friend?” and “How can we learn about each other?” Create a sentence frame on
how students should answer. Examples for a sentence frame are: “I can ______.” “Good friends can ______.”
 Practice and model how friends play together by using sequence words (Example: First, I ask someone to be my friend. Next, my friend and I
play hide and seek. Last, we go home.)
 Look for various pictures that have friends in it and project it on your document camera, projector, or SMART board. Students will then
respond to what they see in the pictures and look for details that describe what the friends are doing.
 Character, Setting, Retell
 Teacher can read a picture book of their choice. Examples: Gingerbread Man, Red Hen, The Three Little Pigs. Teacher will ask students what
happened in the beginning, middle, and end of the story.
4
Revised 5/18/14
ELD Quarter 1
Kindergarten




Writing



Using the book Chrysanthemum, have students discuss the character Chrysanthemum and use words that describe her.
Using the book Chrysanthemum, teacher will discuss the setting. Remind students that a setting is where a story mostly took place. Teacher
will then ask students, “Where was the setting in the book?”
Teacher can have various pictures of settings and non-settings. Sample pictures: McDonald’s, Disneyland, Burger King, Target, Wal-Mart,
Vallarta, girl, boy, teacher, snowman, pot, and dog. Students will choose a picture and say if it’s a setting or not and why?
Teacher can ask students how many letters are in the students’ name.
Suggested Activity: Teacher can read the book, Chicka, Chicka, Boom, Boom by Bill Martin and John Archambault. Teacher and the class can
then chant, “Chicka, Chicka, Boom, Boom, Will there be enough room? My name is ______. I have ___ letters in my name.”
Students will draw a picture showing friendship. Examples: friends reading a book, friends sliding together, etc.
Students will write one sentence about friendship. Example of a sentence frame is: “We can ______.” (Teacher may write the sentence in
highlighter for students to trace.)
5
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 3
Learning Target:
Choose tasks based on students needs
Quick Write:
Practice writing letters Ii, Aa and Oo and first name
ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Foundational skills:
Beginning sounds
Oral sentence frames
Rhyming
Reading:
How can friends help each other?
Writing:
Draw a picture of a friend
Write one sentence
Tasks:
 Quick Write
 Students will write their name independently using items such as white boards, paper, tracing paper, magnet letters, rainbow name, etc.
 Students will write the uppercase ‘I’ and lowercase ‘i’ independently using white boards, paper, tracing, rainbow writing, etc.
 Students can also practice writing previous vowels if they are still having difficulty with writing them.
 Foundational Skills
 Show picture cards that start with the /i/ sound (examples: igloo, insects, iguana, inside, inchworm,). Have students repeat the word and look
at the picture as they are saying the word. *Teachers it is highly suggested to look for realia (if possible) and more pictures to help increase
students’ vocabulary.
 Students will Think-Pair-Share with a partner using the picture cards. Students will say what they have and one thing about the picture card.
Examples of sentence frames students’ can use are: “I have ___.” “It lives ______.” “It has ____.”
 Teacher can show a picture that has either the /o/ sound, /a/ sound, or /i/ sound and have students write the letter sound as they listen when
the teacher shows the picture.
 Get a beach pail or container and put some plastic alphabet letters inside. Have students sit in a circle, placing the pail/container in the
middle of the circle. Let each child take a turn pulling out a letter from the pail/container. Ask student to say the letter out loud, if student
does not know it call on another student to help out, but PLEASE do not forget to go back to the student who did not know the letter and
have them tell you.
 Rhyming
 Teacher shows two pictures that rhyme (Example: cat/bat). Teacher will then show more pictures, students will look for the matching
pictures that rhyme. Some examples of rhyming words are: pin/fin, ring/king, fit/kit, and bed/red.
 Reading
 Building background
 Ask students, “How can you help a friend?” “What are some things I can do to help my friend?” “Why is it important to have a friend?”
(Example response: “I can help my friend by ______.”)
6
Revised 5/18/14
ELD Quarter 1

Writing
Kindergarten



Teacher will ask students, “How do you solve problems with a friend?” and “Why do friends get mad? Give reasons.”
Using students’ responses, practice and model how friends can solve problems (examples: playground, lunch, centers, rug, etc.).
Look for various pictures that have friends solving problems (examples: friends talking, taking turns, playing together) in it and project it on
your document camera, projector, or SMART board. Students’ will then respond to what they see in the pictures and look for details that
describe what the friends are doing.

Students will draw a picture showing how they can help a friend (examples: help them up when they fall, reading a book, sliding together).
Students will write one sentence “I can help my friend by ______.” (Teacher may write the sentence in highlighter for students to trace.)

7
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 4
Learning Target:
Quick Write:
Practice writing letters Ee, Ii, Aa and Oo and first name
Letter recognition
Foundation skills:
Beginning sounds
Oral sentence frames
Rhyming
Choose tasks based on students needs
ELD Report Card
In the foundation skills portion teacher
can check if students are meeting ELD
standard 1. Exchanging information and
ideas
ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Reading:
How to be a friend?
Writing:
Draw a picture of a friend
Write one sentence about why I am special
Tasks:
 Quick Write


 Students will write their name independently using white boards, paper, tracing paper, magnet letters, rainbow name, etc.
 Students will write the uppercase ‘E’ and lowercase ‘e’ independently using white boards, paper, tracing, etc.
 Students can also write previous vowels if they are having difficulty with writing them.
 Using different letter cards you can show a letter card and have students call out the letter name.
Foundational Skills
 Show picture cards that starts with the /e/ sound (examples: elephant, exit, end, extra, egg, elf, envelope, elk, elevator) *Teachers it is highly
suggested to look for realia (if possible) and more pictures to help increase the students’ vocabulary.
 Students will Think-Pair-Share with a partner using the picture cards. Students will say what they have and one thing about the picture card.
Examples of sentence frames students’ can use are: “I have ___.” “It lives ______.” “It has ____.”
 Teacher can show a picture that has either the /o/ sound, /a/ sound, /i/ sound, or /e/ sound and have students write the letter sound they listen
to when the teacher demonstrated the picture.
 Rhyming
 Teacher shows two pictures that rhyme (Example: cat/bat). Teacher will then show more pictures, students will look for the matching pictures
that rhyme. Some examples of rhyming words are: pin/fin, ring/king, fit/kit, and bed/red.
Reading
 Building background
 Reference pages 4-5 from the book, How To Be A Friend. Ask students, “What makes you special?” Create a bubble map or other graphic
organizer using the white board or chart paper. Teacher will write the word classroom in the middle and then make different bubbles for each
student and write a special quality for each one of them.
 Reference pages 8-9 from the book, How To Be A Friend. Ask students to describe different types of friends (characters) and how they are
different and alike. Create a bubble map or other graphic organizer using the white board or chart paper. Teacher will write “Kinds of
Friends” in the middle and then make different bubbles for each type of friend they see in the book or friends they have. Teachers you can
also discuss setting as well using these pages.
8
Revised 5/18/14
ELD Quarter 1
Kindergarten


Reference pages 18-19 from the book, How To Be A Friend. Ask students, “Have you ever felt shy?” “Why were you shy?” “How did it
feel?” “What can you do to not feel shy?” “How can you overcome being shy?”
Writing



Draw a picture of yourself and why you are special. Don’t forget to add details about yourself.
Write the sentence, “I am special because I can ____.” Teachers can highlight or create a master sentence frame.
Draw and write a sentence about when you felt shy. “I felt shy when _____.” Teachers can highlight or create a master sentence frame.
9
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 5
Learning Target:
Quick Write:
Introduce purple words from the Rainbow Words
Write a sentence using purple words from Rainbow Words
Practice writing letter Uu
Foundational skills:
Beginning sounds
Oral sentence frames
Rhyming
Choose tasks based on students needs
ELD Report Card
In the Reading portion teacher can check if
students are meeting ELD standard 5.
Listening Attentively and 6. Reading/
Viewing Closely
ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Reading:
Describe a character
Predictions
Parts of a book
Characters, setting, and retell
Writing:
Write a sentence about Frog and Toad
Flip book
Write all about me
Tasks:
 Quick Write
 Introduce the purple words “I, see, a” to students and have students read the words.
 Have students write the sentence “I see a ___.” For the ending students will draw a picture of what they see.
 Students will write the uppercase ‘U’ and lowercase ‘u’ independently using white boards, paper, tracing, etc.
 Students can also write previous vowels if they are having difficulty with writing them.
 Foundational Skills
 Show picture cards that starts with the /u/ sound (examples: up, umbrella, umpire, underwear, upside-down, under) *Teachers it is highly
suggested to look for realia (if possible) and more pictures to help increase the students’ vocabulary.
 Students will Think-Pair-Share with a partner using the picture cards. Students will say what they have and one thing about the picture card.
Examples of sentence frames students’ can use are: “I have ___.” “It lives ______.” “ It has ____.”
 Teacher can show a picture that has the /u/ sound, /o/ sound, /a/ sound, /i/ sound, or /e/ sound and have students write the letter sound as they
listen to the teacher.
 Rhyming
 Teacher shows two pictures that rhyme (Example: cat/bat). Teacher will then show more pictures, students will look for the matching pictures
that rhyme. Some examples of rhyming words are: pin/fin, ring/king, fit/kit, and bed/red.
10
Revised 5/18/14
ELD Quarter 1
Kindergarten
 Reading

 Character, setting, retell, predictions, and parts of the book
 Create a circle map or other graphic organizer using chart paper, SMART board, or white board. Inside the circle map write the word “Toad.”
Teacher will then ask students to describe Toad. Teacher will then write the words students say and draw pictures. Teacher will also create
another circle map for Frog and write words that describe him.
 Read the story, “The Three Little Pigs” or “Goldilocks and the Three Bears” or any story that can be used for predictions. Read the story and
ask students questions using the Directed Listening & Thinking Activity (DLTA) strategy. Students can use these sentence stems when
responding to the questions: “I predict _____.” “I wonder if ______.” “I think ________.”(Refer back to ELA Quarter 1 Unit). Have students
Think-Pair-Share using the sentences stems. Teachers are encouraged to use other storybooks to do the DLTA.
 Using the storybooks teachers can also describe the characters and setting in the story. Don’t forget to use visual organizers to
describe the characters.
 Using the storybooks teachers can have students retell the story by using the words beginning, middle, and end. Teachers can refer back to the
book to assist students.
 Using the storybooks teachers can introduce the parts of a book to students. Such as: the front cover, back cover, spine, title, title page, and
table of contents.
Writing
 Referring back to the circle map or other graphic organizer, students will write one sentence about Frog. “Frog is _____.”
 Referring back to the circle map or other graphic organizer, students will write one sentence about Toad. “Toad is ___.”
 Students can create a flipbook for the storybook you read. Don’t forget to include beginning, middle and end.
 All about me writing: Students will say three things to help describe themselves. Example sentence frames are: “My name is ____.” “I like to
eat ______.” “My favorite color is _________.” “After school, I like to __________.” “When I grow up I want to be a ________.”
11
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 6
Learning Target:
Choose tasks based on students needs
Quick Write:
Introduce purple words from Rainbow Words
Write a sentence using purple words from Rainbow Words
Practice writing letter Mm
ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Foundational skills:
Rhyming
Reading:
Describe character
Predictions
Parts of a book
Characters, setting, and retell
Writing:
Write a sentence about teacher or student
Flip book
Write all about me
Tasks:
 Quick Write
 Introduce the purple words “I, see, a” to students and have students read the words.
 Have students write the sentence “I see a ___.” For the ending students will draw a picture of what they see.
 Students will write the uppercase ‘M’ and lowercase ‘m’ independently using white boards, paper, tracing, etc.
 Students can also write previous vowels if they are having difficulty with writing them.
 Foundational Skills
 Show picture cards that starts with the /m/ sound (examples: mouse, mat, monkey, mountain, my, more). *Teachers it is highly suggested to
look for realia (if possible) and more pictures to help increase the students’ vocabulary.
 Students will Think-Pair-Share with a partner using the picture cards. Students will say what they have and one thing about the picture card.
Examples of sentence frames students’ can use are: “I have ___.” “It lives ______.” “ It has ____.”
 Rhyming
 Teacher shows two pictures that rhyme (Example: cat/bat). Teacher will then show more pictures, students will look for the matching pictures
that rhyme. Some examples of rhyming words are: pin/fin, ring/king, fit/kit, and bed/red.
12
Revised 5/18/14
ELD Quarter 1
 Reading
Kindergarten


Character, setting, retell, predictions, and parts of the book
Create a circle map or other graphic organizer using chart paper, SMART board, or white board. Inside the circle map write teacher’s name or
students’ name in the class. Teacher will then ask students to describe teacher or student. Teacher will then write the words students say and
draw pictures. Teacher will also create another circle map for another student and write words that describe him/her.
 Read the story, “The Three Little Pigs” or “Goldilocks and the Three Bears” or any story that can be used for predictions. Read the story and
ask students questions using Directed Listening & Thinking Activity (DLTA) strategy. Students can use these sentence stems when
responding to the questions: “I predict _____.” “I wonder if ______.” “I think ________.”(Refer back to ELA Quarter 1 Unit). Have students
Think-Pair-Share using the sentences stems. Teachers are encouraged to use other storybooks to do the DLTA.
 Using the storybooks teachers can also describe the characters and setting in the story. Don’t forget to use visual organizers to
describe the characters.
 Using the storybooks teachers can have students retell the story by using the words beginning, middle, and end. Teachers can refer back to the
book to assist students.

Writing




Referring back to the circle map or other graphic organizer students will write one sentence about teacher or student. “_____ (Teacher/student
name) is _____.”
Referring back to the circle map or other graphic organizer students will write one sentence about another student. “____ (Student name) is
___.”
Students can create a flipbook for the storybook you read. Don’t forget to include beginning, middle and end.
All about me writing: Students will say three things to help describe themselves. Example sentence frames are: “My name is ____.” “I like to
eat ______.” “My favorite color is _________.” “After school, I like to __________.” “When I grow up I want to be a ________.”
13
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 7
Learning Target:
Quick Write:
Introduce purple words from Rainbow Words
Write a sentence using purple words from Rainbow Words
Practice writing letter Ss
Sentence formation
Foundational skills:
Rhyming
Choose tasks based on students needs
ELD Report Card
In the Writing portion teacher can check if
students are meeting ELD standard 10.
Composing/Writing
ELD Standards:
Part 1: Interactive in meaningful
ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Reading:
Research about a sea turtle
Writing:
Write about a sea turtle
Tasks:

Quick Write




Introduce the purple words “I, see, my” to students and have students read the words.
Have students write the sentence “I see my ___.” for the ending students will draw a picture of what they see.
Teachers can provide a sentence (sample: I like my mom.) Five students will model this sentence. Four students will hold a word card from the
sentence. Teachers don’t forget to model it by having students’ separate (finger space), the first student should be on their tip-toes (capital
letter) and last student, who won’t have a word card, should be the punctuation (period). Have students say each word as you point to that
student.
 Students will write the uppercase ‘S’ and lowercase‘s’ independently using white boards, paper, tracing, etc.
Foundational Skills
 Rhyming
 Show picture cards that rhyme with another card. Teacher will ask students what rhymes with mat and students respond cat, rat, sat, bat, vat,
hat and fat. Teachers can use other rhyming words to assist students.
 Teachers have various rhyming cards to distribute during Think-Pair-Share for rhyming. During think-pair-share Partner A names the rhyming
picture to Partner B. Partner B will respond by saying the rhyming word that goes with the picture card. Students will then switch roles. If
students are having a hard time, teachers please model it while you are walking around.
14
Revised 5/18/14
ELD Quarter 1


Kindergarten
Reading
 Research
 Teacher and students will do research on the sea turtle. Visit the
website: http://kids.nationalgeographic.com/kids/animals/creaturefeature/loggerhead
 Teacher will project the pictures of the sea turtle and discuss with students what they see. When looking at the pictures teacher will ask
students, “What do they look like?” “What do they eat?” “Where do they live?”
 Teacher will then provide sentence stems for students to complete. Sentence stems: “A sea turtle has _____.” “A sea turtle lives _____.” “A
sea turtle eats _______.” Students will then Think-Pair-Share for each sentence using the questions and sentence stems.
Writing
 Teacher will create a four square by writing the three questions for each square. (“What do they look like?” “What do they eat?”
“Where do they live?”). Students should answer the three questions by drawing, labeling, or writing (inventive spelling is fine). On the fourth
square have students draw and label a sea turtle.
What do they look
What do they eat?
like?
Where do they
live?
Picture
15
Revised 5/18/14
ELD Quarter 1
Kindergarten
Week 8
Learning Target:
Choose tasks based on students needs
Quick Write:
Introduce purple words from Rainbow Words
Write a sentence using purple words from Rainbow Words
Practice writing letter Tt
Sentence formation
ELD Standards:
Part 1: Interactive in meaningful ways
1. Exchanging information and ideas
2. Interactive via written English
5. Listening Attentively
6. Reading/Viewing closely
10. Composing/Writing
RF.K.2
RF.K.3
Foundational skills:
Rhyming
Sentences
Reading:
Fiction and non fiction
Parts of a book
Character, setting, and retell
Writing:
Non-fiction and fiction
Write about favorite book
Tasks:
 Quick Write
 Introduce the purple words “I, like, my, a” to students and have students read the words.
 Have students write the sentence “I like my ___.” for the ending students will draw a picture of what they see.
 Teachers can provide a sentence (sample: I have a dog.) Students will hold a card word from the sentence. Teachers don’t forget to model it by
having students’ separate (finger space), the first student should be on their tip-toes (capital letter), and last student should be punctuation
(period). Have students say each word as you point to that student.
 Teachers can also write a sentence on the board (I like my dad.) and have students read the sentence by pointing to each word. Please
emphasize capital letter, finger space and punctuation mark.
 Students will write the uppercase ‘T’ and lowercase‘t’ independently using white boards, paper, tracing and etc.
 Foundational Skills
 Rhyming
 Show picture cards that rhyme with another card. Teacher will ask students what rhymes with mat and students respond cat, rat, sat, bat, vat,
hat, and fat. Teachers can use other rhyming words to assist students.
 Teachers have various rhyming cards to distribute during think-pair-share for rhyming. During think-pair-share partner A names the rhyming
picture to Partner B. Partner B will respond by saying the rhyming word that goes with picture card. Students will then switch roles. If
students are having a hard time, teachers please model it and walk around.
 Sentences
 Teacher creates word cards (sample: I, like, my, see, a, and picture cards) made and have students create sentences using these words with a
partner.
 Reading
 Parts of a book

Teachers ask students to tell you the parts of a book when pointing to the book part (samples: front cover, back cover, title page, table
16
Revised 5/18/14
ELD Quarter 1

Kindergarten
contents, title).
 Non-fiction and Fiction
 Discuss Fiction and Non-fiction books.
 Look for fiction and non-fiction books (Teachers, a good place to look for fiction/non-fiction books are inside the Content Readers tub.) Show
students a fiction or non-fiction book. Discuss why its fiction or non-fiction with students. Ask students if they think the book is fiction or
non-fiction and to give one reasons why it’s a fiction or non-fiction). Students can use the sentence stems by saying, “I know this is a nonfiction book because _____.” I know this is a fiction book because _____.) Have students Think-Pair-Share using the sentences stems.
 Character, setting, and retell
 Using the storybooks teachers can also describe the characters in the story as well as the setting. Don’t forget to use visual organizers to
describe characters.
 Using the storybooks teachers can have students retell the story by using the words beginning, middle, and end. Teachers can use the books to
assist students.
Writing
 Teachers can create an anchor chart to help students understand Fiction and Non-fiction. Teachers can also draw next to the phrases.
Fiction
Non-Fiction
 Students can select a favorite book they have read/heard and then draw a picture of the book. Students can write “My favorite book is _____”
17
Revised 5/18/14