Bonneville School District
ELA Scope and Sequence
Grade Kindergarten
Theme 6: Sunshine and Rainbows
Theme Concept: Whatever the weather, it affects us every day.
Week # 1: What Will The Weather
Be Like Today?
Focus Standards (CCCS)
Reading for Literature
 Literary Text
☐Informational Text
Selection Source: HM
Standard 1: With prompting and support, ask and answer questions about key
details in the text.
Writing
3. Use a combination of drawing
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.
Academic (Tier 2) Vocabulary:
Concept(s) for Frontloading:
(General academic words used across all
disciplines)
(Building Background Knowledge)
• Main topic
• Key details
During calendar time start a weather chart and continue for the theme.
Tell me how you know it is ____________? (use windy, warm, snowy, stormy,
hot, rainy, sunny)
Sentence Frame: It is___________ because _____________
Selection-based Vocabulary (Step-asides/words in context):
(Content specific, domain-specific words taught DURING reading)
steamy, fading away, frost, bog, cockatoo, mole, awakened,
Writing Applications
Writing Standard 8: With guidance and support from adults, recall information from experiences or gather information from
provided
sources to answer a question.
Selection Writing:
☐ Narrative  Opinion/Argumentative Informative/Explanatory
Select a type of weather from the story and tell me why you like it.
Bonneville School District
ELA Scope and Sequence
Grade Kindergarten
Theme 6: Sunshine and Rainbows
Theme Concept: Whatever the weather, it affects us every day.
Week # 2:
Focus Standards (CCCS)
What Can We Do?
(Social Studies link)
Reading for Literature
Literary Text
Informational Text
Selection Source: HM
Standard 1: With prompting and support, ask and answer questions about key
details in the text.
Writing
3. Use a combination of drawing
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.
Academic (Tier 2) Vocabulary:
Concept(s) for Frontloading:
(General academic words used across all
disciplines)
(Building Background Knowledge)
identify
Identify a type of weather and tell how it affects you.
During calendar time start a weather chart and continue for the theme.
When it is _____________, I _____________.
Selection-based Vocabulary (Step-asides/words in context):
(Content specific, domain-specific words taught DURING reading)
Sunny, windy, snowy, rainy
Writing Applications
Writing Standard 3: Use a combination of drawing, dictating, and writing to compose informative texts in which they name what
they are writing about and supply some information about the topic.
Selection Writing:
☐ Narrative  Opinion/Argumentative Informative/Explanatory
Do you want it to be a ____________ (snowy, rainy, windy, cloudy, foggy, sunny) day? Give reasons for your answer.
Bonneville School District
ELA Scope and Sequence
Grade Kindergarten
Theme 6: Sunshine and Rainbows
Theme Concept: Whatever the weather, it affects us every day.
Week # 3: The Woodcutter’s Cap
Focus Standards (CCCS)
(Read Aloud)
Reading for Literature
Literary Text
Writing
3. Usequestions
a combination
of key
drawing
Standard 1: With prompting and support, ask and answer
about
and
writing
to
narrate
a
single
details in the text.
event or several loosely linked
events, tell about the events in the
order in which they occurred, and
provide a reaction to what
happened.
☐Informational Text
Selection Source: HM
Academic (Tier 2) Vocabulary:
Concept(s) for Frontloading:
(General academic words used across all
disciplines)
(Building Background Knowledge)
identify
events
Identify the characters, setting, and important events.
During calendar time start a weather chart and continue for the theme.
Selection-based Vocabulary (Step-asides/words in context):
(Content specific, domain-specific words taught DURING reading)
Woodcutter, cap, skunk, porcupine, eagle, wolf, talons
Writing Applications
Writing Standard 3: Use a combination of drawing, dictating, and writing to compose informative texts in which they name what
they are writing about and supply some information about the topic.
Selection Writing:
 Narrative ☐ Opinion/Argumentative ☐ Informative/Explanatory
Tell about a time when you lost something. How did you feel?
Essential Questions
Knowledge, Reasoning, or skill Targets
“What I need to know.” “What I can do with what I know.” “What I can demonstrate”
RL.K.1 I can ask & answer questions about key details in a text
RL.K.2 I can retell familiar stories
RL.K.3 I can identify characters, setting, events
RL.K.4 I can ask and answer questions about unknown words
RL.K.9 I can compare/contrast characters in familiar stories
RL.K.10 I can engage in group reading activities with purpose
RI.K.6 I can identify author & illustrator and the roles of each in telling story
RI.K.9 I can identify similarities/differences between 2 texts on same topic
RF.K.1a. I can follow words left to right, top to bottom, & page by page.
RF.K.1b. I can recognize that spoken words are represented by sequences of
letters
RF.K.1c. I can separate words by using spaces
RF.K.1d. I can identify all uc & lc letters of the alphabet
W.K.1 I can draw, dictate and write an opinion piece
W.K.2 I can draw, dictate, and write to compose information
W.K.8 I can recall info from experiences or gather info from provided
sources to answer a question
SL.K.1a I can listen to others and take turns speaking in discussions
SL.K.1b I can continue a conversation through multiple exchanges
SL.K.3 I can ask and answer questions in order for help, get information or
clarify something not understood
SL.K.6 I can speak audibly and express thoughts, feelings and ideas clearly