LBD Unit – Turn, Turn, Turn
Grade Level -K
Month – March #1
Unit Topic - Greet the Seasons
Continuing Standards
RF.K.1. Demonstrate understanding of the organization and basic features of print.
 Recognize that spoken words are represented in written language by specific sequences of letters.
Understand that words are separated by spaces in print.
S.L.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.
L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. Use frequently occurring nouns and verbs.
a. Print many upper- and lowercase letters
b. Use frequently occurring nouns and verbs.
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how
f. Produce and expand complete sentences in shared language activities
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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. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and
express opinions about them)
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W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
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RI.K.5. Identify the front cover, back cover, and title page of a book.

RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the
story.
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RI.K.1. & RL. K. 1 With prompting and support, ask and answer questions about key details in a text.
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RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
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RI.K.10. & RL. K. 10 Actively engage in group reading activities with purpose and understanding.
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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).
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RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
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RL.K.5. Recognize common types of texts (e.g., storybooks, poems).
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RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
o
D. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
o
Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each
consonant.
o
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

RF.K.4. Read emergent-reader texts with purpose and understanding.
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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.
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W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to
strengthen writing as needed.

SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and
adults in small and larger groups.
o
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts
under discussion).
o
Continue a conversation through multiple exchanges.

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
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L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
o
Capitalize the first word in a sentence and the pronoun I.
o
Recognize and name end punctuation.
o
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
o
Spell simple words phonetically, drawing on knowledge of sound-letter relationships
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L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Essential Understanding
LA- Understanding the value of personal writing and writing to learn in daily applications of knowledge.
Sci-Our weather changes from day to day and can influence our lives.
Grade Level Standards

L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o
Print many upper- and lowercase letters.
o
Use frequently occurring nouns and verbs.
o
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
o
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
o
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
o
Produce and expand complete sentences in shared language activities.

RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
o
Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each
consonant.
o
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
o
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
o
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
o
Recognize and produce rhyming words.
o
Count, pronounce, blend, and segment syllables in spoken words.
o
Blend and segment onsets and rimes of single-syllable spoken words.
o
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
o
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
o
Capitalize the first word in a sentence and the pronoun I.
o
Recognize and name end punctuation.
o
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
o
Spell simple words phonetically, drawing on knowledge of sound-letter relationships

RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
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RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.
o
Historical Thinking and Skills 1. Time can be measured.
o
Earth and Space Science- Daily and Seasonal changes
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Weather changes are long-term and short-term.
o Weather changes occur throughout the day and from day to day.
o Air is a nonliving substance that surrounds Earth and wind is air that is moving.
o Wind, temperature andprecipitation can be used to document short-term weather changes that are
observable.
o Yearly weather changes (seasons) are observable patterns in the daily weather changes.
The moon, sun and stars can be observed at different times of the day or night.
o The moon, sun and stars are in different positions at different times of the day or night. Sometimes the
moon is visible during the night, sometimes the moon is visible during the day and at other times, the
moon is not visible at all. The observable shape of the moon changes in size very slowly throughout each
day of the month. The sun is visible only during the day.
o The sun’s position in the sky changes in a single day and from season to season. Stars are visible at
night, some are visible in the evening or morning and some are brighter than others.
o
Concepts: Key Ideas To Know
1. Continue language ideas from February
2. Weather changes are long term and short term
3. You can observe solar bodies at different times of the
day and night
4. Compare/Contrast stories
5. Time can be measured
1.
2.
3.
4.
5.
6.
Key Skills: Be able to do - verbs
Observe weather changes
Identify the season by characteristics
Read Emergent Texts
Read Common Sight Words
Spell Simple Words Phonetically
Segment Words into Syllables
1.
2.
3.
4.
Essential Questions
How does the changing seasons affect our daily lives?
What causes changes in the sky?
How does segmenting words into syllables help you
spell words phonetically?
How does knowing sight words help us read texts?
A
Quadrant
Lesson Ideas
Spell simple words
Recite sight words
Books:
The Seasons of Arnold’s
Apple Tree
Johnathan Plays with the
Wind
The Giving Tree
There was an Old Lady Who
Swallowed a Clover
Mud
A Color of His Own
Arrow to the Sun
The Sun is my Favorite Star
B
Quadrant Lesson Ideas
Sequence the seasons
Illustrate and interpret the
weather and the seasons
Practice sight words
Practice writing simple
sentences
LBD Vocabulary
Frost
wind
season
weather
compare
bring
Glowing
Heat
Source
Light
Center
Shade
Sight words
With
Dog
Help
Like
Many
Baby
Up
Down
C
Vocabulary
Long vowel
Short vowel
Syllable
Observable
Invisible
Capitalization
Punctuation
Temperature
Precipitation
Autumn
St. Patrick’s Day
Quadrant Lesson Ideas
Discriminate between the
seasons
Examine word families
D
Quadrant
Lesson Ideas
Predict the weather
Create a diorama of the
seasons
Recommend appropriate
attire for the seasons
Design a weekly weather
chart
Formative Assessments
Benchmarks
Create common grade card
assessments
Sight words checks
DRA reading levels
Summative Assessments
Compose journal entries.
Explore changes in weather over time
in weather journals.
Performance Assessments
Assemble a deconstructed familiar
poem back to its original form.
Illustrating characteristics of the
seasons.