UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Details are parts of the story that help readers to understand a story.
 Asking and responding to questions about the important details in a story supports understanding of literary text.
Essential Questions:
 What is a story detail?
 How does asking and answering questions about details from the text help the reader while reading?
ESL Supports:
 Teacher Modeling
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Texts
 Cooperative Learning
 Graphic Organizers
 Pictures/Photographs
 Realia
 Word/Picture Walls
 Build on prior knowledge
Standards:
Student Learning Objectives (SLO)
Suggested Instructional
Suggested
Content Objective (CO)
Scaffold Skills
Assessments
Language Objective (LO)
CCSS: R.L.K1/
R.I.K1: With
prompting and
support ask
question about
key details in
literature and
informational text.
SLO 1
CO 1: Generate questions to understand
details in literature and informational
text.
ELP 1: Answer “Yes”/No
questions about the text with
single words, phrases, or
chunks of language.
LO 1: Orally answer questions about
key details in the text that was read
aloud by using a story map.
ELP 2: Anwers’’WH-‘’
Question about the text using
simple sentences with
general language related to
topic or content areas.
WIDA ELD
Reading
Listening
TBOE Approved 8/26/2013


Formative
Assessments
Teacher
Observations
Checklists
Suggested
Resources

Informational Mentor Texts
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
ELP 3: Answers question in
complete sentences with
general and some specific
language of topic or content
area.
www.spellingcity.com
www.tumblebooks.com
Page 1
www.scholastic.com
ELP 4: Answers question in
detailed sentences using
specific and some contentbased language as well as
complex structures related to
the topic or content area.
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
ELP 5: Answer questions in
detailed sentences using
specific and content based
language as well complex
structures related to the topic
or content areas.Use a
variety of sentences lengths
and types.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 I can ask questions about important details in a text. (with
support)
 Teacher maintains anecdotal records notes
 I can answer questions about important details in a text. (with
 Work Samples
support)
 Portfolios
 I can make connections between the pictures and words in an
informational text. (with support)
 I can ask questions about important details in a text. (with
support)
TBOE Approved 8/26/2013
Page 2
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Students are able to recognizing common types of texts (e.g., storybooks, poems), and begin to understand that authors write in different ways and
for different purposes.
 Students recognize text types and can identify the characteristics of various types of texts to support their understanding of stories, poems, and
informational texts in all content areas.
Essential Questions:
 How does knowing whether the text selection is a poem or a storybook support comprehension?
 Which words must students review and which new words must they add to their academic vocabulary as they determine whether a text is a story
book or poem?
 What are the characteristics of storybooks and poems that help us identify each genre?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizer
 Realia
 Word/Picture Wall
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/Posters
Standards:
Student Learning Objectives
Suggested Instructional
Suggested
Suggested
(SLO)
Scaffold Skills
Assessments
Resources
Content Objective (CO)
Language Objective (LO)
CCSS: RL.K5
SLO2
ELP 1: Identify different types Formative Assessments Mentor Texts
Recognize common CO 2: Outline and match common
of text after listening to oral
 Teacher Observations
types of texts. (e.g.,
types of texts. (e.g., characteristics
description using single
www.starfall.com
 Checklists
storybooks, poems). of storybooks and poems).
words.
www.storytimeforme.com
WIDA ELD
LO 2: Identify different types of text
ELP 2: Identify different types
Reading
by sorting text according to oral
of text after listening to oral
www.gboe.org
Listening
description using visuals, text and
description using short
teacher tone of voice and rhythm
phases.
www.storylineonline.net
(prosody).
ELP 3: Identify different types
www.brainpop.com
TBOE Approved 8/26/2013
Page 3
of text after listening to simple
oral descriptions.
ELP 4: Identify different types
of text after listening to oral
description consisting of
complete sentences.
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
ELP 5: Identify different types
of text after listening to detail
oral descriptions.
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link RL.K5
Suggested Performance Tasks:







Stage 2 – Assessment Evidence
Other Evidence:
I know…
Know the elements of a story.
Know the elements of poems
I can…
I can tell when words are a poem.
I can tell when words are a story.
I can tell when words are a fairy tale.
I can tell when words are a nursery rhyme.
I can identify different types of texts. (e.g., storybooks, poems).
TBOE Approved 8/26/2013



Teacher maintains anecdotal records notes
Work Samples
Portfolios
Page 4
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Words in a text are often supported by illustrations.
 Relationships exist between words and illustrations in a text.
 Students use prior knowledge to recognize connections between illustrations and words.
 Students who can describe the relationship between the illustrations and the story in which they appear are able to discern similarities and differences
between the illustrations and the written descriptions of text elements such as the characters, the setting, and the events.
Essential Questions:
 How does each illustration give clues about the characters, setting, or events in the story?
 What details do we know about the characters?
 What details do we know about the setting? What details do we know about the text?
ESL Supports:
 Teacher Modeling
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/ Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Sentence Frames
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/Posters
Standards:
CCSS:
RL.K.7/ RI.K.7
With prompting
and support,
describe the
relationship
between
illustrations
and the story in
which they
appear (e.g.,
what moment
Student Learning Objectives (SLO)
Content Objective (CO)
Language Objective (LO)
SLO 3
CO 3: Recognize connections
between illustrations and the story.
L0 3: Describe connections between
the picture and text by describing
what the illustration shows.
TBOE Approved 8/26/2013
Suggested Instructional
Scaffold Skills
ELP 1: Describe connections
between the illustration and
text and/or single words.
ELP 2: Describe connections
between the illustration and
text and/or phrase and short
sentences that represent ideas
using formulaic sentence
patterns and general, contentbased vocabulary.
Suggested
Assessments
Formative Assessments
 Teacher Observations
 Checklists
Suggested
Resources

Rigby Resources for
Kindergarten

Mentor Texts
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
Page 5
in a story an
illustration
depicts).
ELP 3: Describe connections
between the illustration and
text using simple sentences.
WIDA ELD
Reading
Speaking
ELP 4: Describe connections
between the illustration and
text using expanded and some
complex sentences.
www.brainpop.com
www.spellingcity.com
ELP 5: Describe connections
between the illustration and
text using multiple, complex
sentences.
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
RF.K.1a
Differentiated Instruction:
Developing a Storyboarding
Classroom
Story Board
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
When someone helps me:
 I can predict what the story will be about by looking at the
 Teacher maintains anecdotal records notes
pictures on the front cover.
 Work Samples
 I can identify the illustrations.
 Portfolios
 I can describe how the illustrations help me understand the story.
 I can make connections between pictures and words in a story.
(with support)
 I can make connections between the pictures and words in an
informational text. (with support)
TBOE Approved 8/26/2013
Page 6
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Text is organized following concepts of print.
 Kindergarten students, who understand the organization and basic features of print can demonstrate, using a pointer and a big book, how to follow
print text from left to right, top to bottom and page to page.
 Kindergarten students are able to demonstrate they understand that words are separated by spaces in print by pointing to words (and underlining or
highlighting words) and then pointing to spaces between words using big books and, later, decodable text.
Essential Questions:
 How can environmental print be used to help students understand the organization and basic features of print?
 Why is it important for students to understand that words in print are separated by spaces?
ESL Supports:
 Teacher Modeling
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/ Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Sentence Frames
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/Posters
Standards:
CCSS:
RF.K.1a
Follow words
from left to
right, top to
bottom, and
page by page.
Student Learning Objectives (SLO)
Content Objective (CO)
Language Objective (LO)
SLO 4
CO 4: Recognize and understand
that words in print are separated by
spaces and are read from left to right.
ELP 1: Follow oral directions
of how to track words from left
to right using key, single words
or phrases.
LO 4: Follow oral directions of how to
track words from left to right with a
reading tracker.
ELP 2: Follow oral directions
of how to track words from left
to right using phrases.
www.starfall.com
ELP 3: Follow oral directions
of how to track words from left
to right using simple
sentences.
www.gboe.org
WIDA ELD 2
Reading
Listening
TBOE Approved 8/26/2013
Suggested Instructional
Scaffold Skills
Suggested
Assessments


Formative Assessments
Teacher Observations
Checklists
Suggested
Resources

Rigby Resources for
Kindergarten

Mentor Texts
www.storytimeforme.com
www.storylineonline.net
Page 7
www.brainpop.com
ELP 4: Follow oral directions
of how to track words from left
to right using some complex
sentences.
ELP 5: Follow oral directions
of how to track words from left
to right using multiple,
complex sentences.
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
RF.K.1a
Differentiated Instruction:
Developing a Storyboarding
Classroom
Story Board
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
I can…
 I can follow words left to right in a book.
 Teacher maintains anecdotal records notes
 I can show spaces between words in a book.
 Work Samples
 I can show and name all letters of the alphabet in a book.
 Portfolios
 I can follow words top to bottom and know when to turn the page
in a book.
 I can show words I say in a book.
I can…
 I can show tracking of words from left to right with my finger.
 I can show tracking of words with from top to bottom with my
finger
 I can show tracking of words from page to page with my finger.
TBOE Approved 8/26/2013
Page 8
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Spoken sounds (phonemes) are represented by letters (graphemes) in print.
 Children with print awareness can begin to understand that written language is related to oral language.
 Kindergarten students, who understand the organization and basic features of print can demonstrate, using a pointer and a big book, how to follow
print text from left to right, top to bottom and page to page.
Essential Questions:
 How does the knowledge of representation of sound in text develop print awareness?
 How can environmental print be used to help students understand the organization and basic features of print?
 Why is it important for students to understand that words in print are separated by spaces?
ESL Supports:
 Teacher Modeling
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/ Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Sentence Frames
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/Posters
Standards:
CCSS: RF.K.1.b
Recognize that
spoken words
are represented
in written
language by
specific
sequences of
letters.
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
SLO 5
CO 5: Demonstrate understanding
that print represents the spoken
language.
Suggested Instructional
Scaffold Skills
ELP 1: Demonstrate that print
represents the spoken language
in response to an oral question
using single words and gestures.
LO5: Demonstrate that print
represents the spoken language in
response to an oral question using
visuals and text.
ELP 2: Demonstrate that print
represents the spoken language
in response to an oral question
using phrases.
Suggested
Assessments


WIDA ELD 2
Reading
TBOE Approved 8/26/2013
ELP 3: Demonstrate that print
represents the spoken language
Formative
Assessments
Teacher
Observations
Checklists
Suggested
Resources

Mentor Texts
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
Page 9
Listening
in response to an oral question.
www.spellingcity.com
ELP 4: Demonstrate that print
represents the spoken language
in response to complex, oral
questions.
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
ELP 5: Demonstrate that print
represents the spoken language
in response to multiple, complex
oral questions.
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
RF.K.1.b
Differentiated Instruction:
Developing a Storyboarding
Classroom is another
storyboarding article describing
how to implement storyboarding
as a helpful writing technique.
Printable Story Board for use in
prewriting or reading
comprehension.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
I know…
 I know I can combine sounds to make a word.
 Teacher maintains anecdotal records notes
 I know sounds are represented by letters.
 Work Samples
 I know the order of letters matters.
 Portfolios
I can…
 I can show how words are organized and used in a text.
 I can follow words from left to right, top to bottom and page by
page.
 I can describe how words I hear can be written in letters.
 I can identify spaces between words in print.
 I can name all upper and lower case letters of the alphabet.
TBOE Approved 8/26/2013
Page 10
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Conventions of print influence the physical structure of written language and text organization.
 Children with print awareness can begin to understand that written language is related to oral language.
Essential Questions:
 How does knowledge of the organization and basic features of text support beginning readers?
 Why is it important for students to understand that words in print are separated by spaces?
 What role does orally teaching and practicing word families have in helping students understand that spoken words are represented by a sequence
of letters? (e.g. mat, fat, sat, sip, hip, lip, mop, pop, hop).
 Why is the ability to understand how print is organized important to learning to read?
 What roles do oral language development and listening skills play in teaching concepts of print?
ESL Supports:
 Letter tiles/letter cards
 Teacher Modeling
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/ Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Sentence Frames
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/Posters
Standards:
Student Learning Objectives (SLO)
Suggested Instructional
Suggested
Suggested
Content Objective (CO)
Scaffold Skills
Assessments
Resources
Language Objective (LO)
CCSS:
SLO 6
ELP 1: Follow oral directions
Formative
 Rigby Kindergarten
RF.K.1.c
CO 6: Recognize that words are
Assessments
using single words, to
Understand
separated by spaces in print.
identify spaces in print (word  Teacher
 Mentor Texts
that words are
boundaries).
Observations
LO 6: Follow oral directions to identify
separated by
www.starfall.com
 Checklists
spaces in print (word boundaries) with
ELP 2: Follow oral directions
spaces in
teacher modeling
print.
using simple oral directions
www.storytimeforme.com
to identify spaces in print
WIDA ELD 2
(word boundaries).
www.gboe.org
Reading
TBOE Approved 8/26/2013
Page 11
ELP 3: Follow simple oral
directions with repetitive
grammatical structures to
identify spaces in print (word
boundaries).
www.storylineonline.net
ELP 4: Follow two-step oral
directions to identify spaces
in print (word boundaries).
www.tumblebooks.com
ELP 5: Follow multiple, oral
to identify spaces in print
(word boundaries).
www.puzzlemaker.com
www.brainpop.com
www.spellingcity.com
www.scholastic.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to RF.K.1.c
Differentiated Instruction: Developing
a Storyboarding Classroom
Story Board
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 I can identify a word.
 Teacher maintains anecdotal records notes
 I know there are spaces between words.
 Work Samples
 I can show how words are organized and used in a text.
 Portfolios
 I can follow words from left to right, top to bottom and page by
page.
 I can describe how words I hear can be written in letters.
 I can identify spaces between words in print.
 I can name all upper and lower case letters of the alphabet.
TBOE Approved 8/26/2013
Page 12
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Knowledge of letter-sound relationships is an essential component of learning to read.
 Kindergarten students are able to produce the primary or many of the most frequent sounds for each consonant. For example, they know that “s”
usually sounds like the first letter in “snake”, but can also sound like a /z/ in “does”.
 Kindergarten students can produce both the short and long sound for the five vowels.
 As kindergarten students read familiar words over and over again they are building a vocabulary of print words that they are able to recognize and
read automatically.
Essential Questions:
 How does knowledge of letter-sound correspondences impact a student’s ability to read?
 What affect does the ability to analyze and decode words have on a student’s vocabulary development?
 What is the correct pronunciation of the sounds of each consonant and vowel?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
Standards:
Student Learning Objectives (SLO)
Suggested Instructional
Suggested
Suggested
Content Objective (CO)
Scaffold Skills
Assessments
Resources
Language Objective (LO)
CCSS: R.F.K.3.a
SLO 7
ELP 1: Produce
Formative Assessments  Mentor Texts- Alphabet
CO: 7 Produce 10 of the 26 primary letter
Demonstrate
consonant sounds and/or  Teacher Observations
books
basic knowledge
sounds of the consonants.
consonant sounds of key  Checklists
of letter-sound
using high-frequency
www.starfall.com
correspondences LO: 7 Produce 10 of the 26 primary letter
words in English.
by producing the
sounds of the consonants using
www.storytimeforme.com
ELP 2: Produce
primary or most
picture/letter cards
frequent sound
consonant sounds of key,
www.gboe.org
for each
content-based
consonant.
vocabulary words and/or
www.storylineonline.net
produce consonant
TBOE Approved 8/26/2013
Page 13
WIDA ELD 2
Reading
Speaking
Listening
sounds of key, using
common, vocabulary
words in English.
www.brainpop.com
ELP3: Produce
consonant sounds of key,
using content-based
vocabulary words.
www.tumblebooks.com
www.spellingcity.com
www.scholastic.com
www.puzzlemaker.com
ELP 4: Produce
consonant sounds of
content-based
vocabulary words.
ELP 5: Produce
consonant sounds of
precise, content-based
vocabulary words.
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
R.F.K.3.a
Differentiated Instruction:
Developing a Storyboarding
Classroom
Story Board
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
I know…
 I know the letters of the alphabet.
 Teacher maintains anecdotal records notes
 I know the consonants letters.
 Work Samples
 I know letters make sounds.
 Portfolios
I can…
 I can match a letter to its sound.
 I can say the sounds that match the consonant letters.
 I can say the sounds in words.
 I can say the long and short sounds for the five vowels.
 I can read high-frequency words.
 I can look at words and see how they are the same or different.
I can…
 I can read words using different strategies.
 I can match consonants with the sounds they make (say).
 I can say the long sound for each vowel.
 I can say the short sound for each vowel.
 I can read common sight words in a snap.
(e.g., the, of, to, you, she, my, is, are, do, does)
 I can identify which letters and sounds are different when looking at similar words.
TBOE Approved 8/26/2013
Page 14
UNIT NAME: 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Informational and explanatory text provides facts, directions, explains and/or gives information about a topic. Writers convey a main idea with
supporting details to help the reader understand the topic.
 Construct graphic organizers to establish key details from science or other informative texts.
 Then use a similar graphic organizer to use a planning tool for the students' own composition of an informative text.
 Introduce additional texts and other sources of information to build on lists of facts and details.
 Incorporate simple numbers as examples of additional details or facts.
Essential Questions:
 What are informative and explanatory texts? How does a writer give information about a topic?
 What do good writers do? What is my purpose and how do I develop it?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
Standards:
Student Learning Objectives (SLO) Suggested Instructional
Suggested
Suggested
Content Objective (CO)
Scaffold Skills
Assessments
Resources
Language Objective (LO)
CCSS: W.K.2 Use a
SLO 8
ELP 1: Draw a picture
Formative
 Kid Writing
Assessments
combination of drawing, CO: 8: Illustrate and write an
and write about a chosen
 Mentor Texts
dictating, and writing to
informative, explanatory informative
topic using single words
 Teacher
compose
text on a chosen topic stating the
that represent ideas using
Observations
www.starfall.com
informative/explanatory
name of the topic, using
phrase patterns and
 Checklists
texts in which they
developmental spelling and child’s
general, content related
www.storytimeforme.com
name what they are
dictation.
vocabulary.
writing about and supply
www.gboe.org
ELP 2: Draw a picture
some information about LO:8: Illustrate and write an
the topic.
informative explanatory text on a
and write about a chosen
www.storylineonline.net
TBOE Approved 8/26/2013
Page 15
WIDA ELD 2
Writing
chosen topic stating the name of the
topic, using developmental spelling
and child’s dictation by using
developmental spelling, word walls,
classroom labels, and teacher
support.
topic using phrase and
short sentences that
represent ideas using
formulaic sentence
patterns and general,
content-based vocabulary.
ELP 3: Draw a picture
and write about a chosen
topic using simple
sentence that represent
multiple, related ideas
using repetitive structures
and key, content-based
vocabulary.
ELP 4: Draw a picture
and write about a chosen
topic using expanded and
some complex sentences
that represent organized
ideas with a variety of
grammatical structures
and content-based
vocabulary.
ELP 5: Draw a picture
and write about a chosen
topic using clear and
coherent writing using
multiple, complex
sentences with a variety
of grammatical structures
and precise, contentbased vocabulary.
TBOE Approved 8/26/2013
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories.
Wiki-Teacher website-link to
W.K.2
30 Ideas for Teaching Writing
from the National Writing Project
Differentiated Instruction:
Developing a Storyboarding
Classroom
Printable Story Board for use in
prewriting or reading
comprehension.
Page 16
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
I know…
 Teacher observation/Logs: Teacher maintains anecdotal records
 I know informative text conveys facts or information about a topic.
notes
 I know explanatory text explains how something works, or how to
do something.
 Work Samples
I can…
 Portfolios
 I can draw a picture about the information book I read or heard.
 I can write about the information my teacher says (dictation).
 I can teach my reader about a topic using pictures and words.
 I can determine if details support a topic.
 I can convey information and details in different ways (e.g.,
drawing, dictating, and writing).
TBOE Approved 8/26/2013
Page 17
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings/Goals:
 A narrative text conveys events in a logical sequence (real or imagined). Writers tell the story with details including a reaction through multiple
mediums.
 Kindergarten students begin building a foundation of writing by learning to describe familiar events or experiences through drawing, dictating, and
writing. In describing a series of events, students are learning that events occur in a sequence.
 In learning to narrate an event or series of events, students need to understand the concepts of beginning, middle, and end.
Essential Questions:
 How does a writer tell the story?
 What do good writers do? What is my purpose and how do I develop it?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/PostersTeacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
TBOE Approved 8/26/2013
Page 18
Standards:
CCSS: 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.
Student Learning Objectives (SLO)
Content Objective (CO)
Language Objective (LO)
SLO 9
CO 9: Illustrate and write the beginning,
middle and end of an event using
developmental spelling and child’s
dictation, including a reaction to what
happened.
LO 9: Create a story including a
beginning, middle, end, and reaction by
using a graphic organizer.
WIDA ELD 2
Writing
Suggested Instructional
Scaffold Skills
Suggested
Assessments
ELP 1: Write the beginning,
middle, and end of an event
and a reaction using single
words that represent ideas
using phrase patterns and
general, content related
vocabulary.
Formative
Assessments
Teacher
Observations
Checklists


Suggested
Resources

Rigby Resources for
Kindergarten

Kid Writing

Mentor Texts
www.starfall.com
ELP 2: Write the beginning,
middle, and end of an event
and a reaction using phrase
and short sentences that
represent ideas using
formulaic sentence patterns
and general, content-based
vocabulary.
ELP3: Write the beginning,
middle, and end of an event
and a reaction in using
simple sentence that
represent multiple, related
ideas using repetitive
structures and key, contentbased vocabulary.
ELP 4: Write the beginning,
middle, and event of an
event and a reaction using
expanded and some
complex sentences that
represent organized ideas
with a variety of grammatical
structures and contentbased vocabulary.
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
W.K.3
30 Ideas for Teaching Writing
from the National Writing Project
offers successful strategies
contributed by experienced
teachers
Differentiated Instruction:
Developing a Storyboarding
TBOE Approved 8/26/2013
Page 19
ELP 5: Write the beginning,
middle, and end of an event
and a reaction using clear
and coherent writing using
multiple, complex sentences
with a variety of grammatical
structures and precise,
content-based vocabulary.
Classroom is another
storyboarding article describing
how to implement storyboarding
as a helpful writing technique.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
I can…
 Teacher observation/Logs
 I can draw pictures to show the order things happened in the
 Anecdotal records notes
book I read or heard.
 Work Samples
 I can write about the order of things that happened in a book I
 Portfolios
read or heard.
 I can write about what my teacher says in the order it was said
(dictation).
 I can write how I feel about an event I experienced.
 I can organize events into a logical sequence.
 I can express my feelings, thoughts, or opinions before, during,
and after an event occurs using words or pictures.
I know…
 I know a narrative writing is a story or an account of a series of
events, real or imagined.
 I know events occur in a sequence that includes a beginning,
middle and an ending.
 I know how to express my thoughts and opinions using words or
pictures.
TBOE Approved 8/26/2013
Page 20
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings/Goals:
 The ability to participate in group discussions is necessary for all content areas and an important skill in life.
 Explaining ideas to peers provides students with opportunities to rehearse their understandings which facilitate reading comprehension and the
production of written responses.
 Peer discussions contribute to a motivating and engaging environment for students in all subject areas.
Essential Questions:
 What structures and routines support speaking and listening skills in a classroom community?
 What kinds of rules (norms) support students in having productive discussion?
 How can students learn to stay on topic and keep a conversation going through multiple exchanges?
ESL Supports:
 Teacher Modeling
 Games/Role Play
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Props
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
Standards:
Student Learning Objectives
Suggested Instructional
Suggested
Suggested
(SLO)
Scaffold Skills
Assessments
Resources
Content Objective (CO)
Language Objective (LO)
CCSS: L.K.1.a,b
SLO 10
ELP 1: Ask and answer
Formative
 Rigby Resources for
CO 10: Engage in a five strand
Assessments
a. Participate in
questions in a conversational
Kindergarten
collaborative
conversation asking questions and
format and/or answer yes/no or
 Teacher
conversations
taking turns discussing kindergarten either/or questions and repeat
Observations
 Mentor Texts
with diverse
topics and texts.
simple memorized phrases and
 Checklists
partners about
sentences in English
www.starfall.com
LO 10: Ask and answer questions in
kindergarten
ELP 2: Ask and answer
topics and texts
a conversational format using props
www.storytimeforme.com
with peers and
and Pictures
questions in a conversational
adults in small
format and/or use phrases and
www.gboe.org
TBOE Approved 8/26/2013
Page 21
and larger
groups.
b. Follow
agreed-upon
rules for
discussions (e.g.,
listening to
others and taking
turns speaking
about the topics
and texts under
discussion).
WIDA ELD 2
Speaking
Listening
short sentences that represent
ideas with formulaic structures
and general, content-based
vocabulary.
ELP3: Ask and answer questions
in a conversational format using
simple sentence that represent
multiple, related ideas using
repetitive structures and key,
content-based vocabulary.
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
ELP 4: Ask and answer
questions in a conversational
format using expanded and some
complex sentences with a variety
of grammatical structures and
content-based vocabulary.
ELP 5: Ask and answer
questions in a conversational
format using multiple, complex
sentences with a variety of
grammatical structures and
precise, content-based
vocabulary.
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories.
Wiki-Teacher website-link to
SL.K.1.a,b
Group Skills Tracking Sheet
Shared Discussion Observation
Table/ record notes about
students’ contributions to group
discussions.
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 I can take turns speaking.
 Teacher observation/Logs
 I can take turns listening.
 Teacher maintains anecdotal records notes
 I can participate in a conversation with my peers and adults.
 Work Samples
 I can follow our crew norms when I participate in a conversation.
 Portfolios
 I can build upon what others say when I participate in a
conversation.
TBOE Approved 8/26/2013
Page 22
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Practice supportive question and answer activities across the curriculum.
 Model asking about details during presentations across varied media.
 Model clarification seeking during presentations across varied media.
Essential Questions:
 How can I prompt my quiet or shy students to discuss key details or to ask questions frequently?
 How can I observe comprehension or understanding through subtle or informal questioning?
 What supporting tools can I use to help my students organize their own thoughts?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Pictures/Photographs
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
Standards:
CCSS: 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
Student Learning Objectives (SLO)
Content Objective (CO)
Language Objective (LO)
SLO 11
CO: 11: Recognize which details
presented are key to the message
presented orally or through media.
Suggested Instructional
Scaffold Skills
Suggested
Assessments
ELP 1: Ask and answer
questions to confirm
understanding and/or nonverbally.
Formative
Assessments
Teacher
Observations
Checklists


LO: 11: Ask and answer questions to
confirm understanding about key
details using props and pictures.
TBOE Approved 8/26/2013
ELP 2: Ask and answer
questions to confirm
understanding and/or using
phrases and short
sentences.
Suggested
Resources

Mentor Texts
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
ELP3: Ask and answer
questions to confirm
www.spellingcity.com
Page 23
something is not
understood.
WIDA ELD 2
Speaking
Listening
understanding using simple
sentences.
ELP 4: Ask and answer
questions to confirm
understanding using
expanded and some
complex sentences.
ELP 5: Ask and answer
questions to confirm
understanding using
multiple, complex
sentences.
Suggested Performance Tasks:
 I can ask questions about what I see.
 I can ask questions about what I hear.
 I can answer questions about what I read.
 I can answer questions about what I hear.
 I can ask questions when I am confused.
 I can answer questions to show what I know.

www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to SL.K.2
Asking and Answering questions
Story Comprehension
Rubric for assessing listening skills
can be found at The ProTeacher
website and at The Read Write Think
website.
Stage 2 – Assessment Evidence
Other Evidence:




Teacher observation/Logs
Teacher maintains anecdotal records notes
Work Samples
Portfolios
With appropriate support, construct a Questioning Poster that
demonstrates different types of questioning, such as "asking
about details", "asking for clarification", "asking for more
information," to use across the curriculum.
TBOE Approved 8/26/2013
Page 24
UNIT NAME: 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understandings/Goals:

Students’ ability to ask and answer questions helps them focus on details and integrate background knowledge with new knowledge.

Listeners must recognize when they are confused or when information is lacking in order to ask and answer questions to receive help or to obtain
additional information.
 The skill of distinguishing relevant and irrelevant information in what is heard by asking and answering questions supports the ability to summarize,
orally and in writing, in all content areas.
Essential Questions:
 What instructional strategies support the development of students’ skills and abilities in asking and answering strategies about what they have
heard?
 What strategies can teachers implement to support the development of good listening skills?
 What oral discussion techniques and procedures can teachers model to support appropriate discussion/dialogue by students, including question
answering by students?
 What instructional strategies promote active listening and attention to key ideas and details?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Pictures/Photographs
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
TBOE Approved 8/26/2013
Page 25
Standards:
CCSS:
S.L.K.3
Ask and
answer
questions in
order to seek
help, get
information, or
clarify
something
that is not
understood.
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
SLO 12
CO: 12 Question generation and
response supports to receive help or
to obtain additional information.
LO:12: Ask and answer questions
for clarification by using who, what,
where, and when
WIDA ELD 2
Speaking
Listening
Suggested Instructional
Scaffold Skills
Suggested
Assessments
Suggested
Resources

Rigby Resources for
Kindergarten
ELP 2: Ask and answer WHquestions using phrase and
short sentences.

Mentor Text
ELP3: Ask and answer WHquestions using simple
sentence
www.storytimeforme.com
ELP 4: Ask and answer WHquestions using expanded and
some complex sentences
www.storylineonline.net
ELP 5: Ask and answer WHquestions using clear and
coherent writing.
www.spellingcity.com
ELP 1: Ask and answer WHquestions using single words.
Formative Assessments
 Teacher Observations
 Checklists
www.starfall.com
www.gboe.org
www.brainpop.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories.
Wiki-Teacher website-link to
S.L.K.3
Suggested Performance Tasks:
 I can ask questions.
 I can answer questions.
 I can ask questions when I am confused.
 I can answer questions to show what I know.
TBOE Approved 8/26/2013
Stage 2 – Assessment Evidence
Other Evidence:




Teacher observation/Logs
Teacher maintains anecdotal records notes
Work Samples
Portfolios
Page 26
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 The ability to describe familiar people, places, things and events supports oral language development, vocabulary acquisition, an understanding of
English grammar, and speaking and listening standards across grade levels.
 When students provide descriptions of things familiar to them they are encouraged to reflect and visualize. The ability to reflect and visualize support
higher levels of comprehension.
 Providing descriptions of familiar people, places, things, and events improves students understanding of narratives and their structure, which helps
children tell and write their own stories.
Essential Questions:
 How does the ability to describe familiar people, places, things, and events support reading comprehension and writing skills?
 What strategies are useful to help students describe things familiar to them?
 What techniques can teachers use to prompt students to add or expand details used in oral descriptions?
 What materials, such as graphic organizers, help students pay attention to and include details in oral descriptions?
 How is oral language proficiency assessed?
ESL Supports:
 Sentence Frames
 Teacher Modeling
 Games
 Digital Tools
 Pictures/Photographs
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
TBOE Approved 8/26/2013
Page 27
Standards:
CCSS:
S.L.K.4
Describe
familiar
people,
places, things,
and events
and, with
prompting and
support,
provide
additional
detail.
Student Learning Objectives
(SLO)
Content Objective (CO)
Language Objective (LO)
SLO 13
CO: 13: Provide name and describe
familiar people, places, things or
events and provide additional
information when prompted with
questions.
LO: 13: Describe familiar people,
places, and things and provide
additional information, when
prompted, using pictures, props and
prompts.
WIDA ELD 2
Listening
Speaking
Suggested Instructional
Scaffold Skills
ELP 1: Describe familiar
people, places, and things
and provide additional
information, when
prompted, and/or using
single words.
ELP 2: Describe familiar
people, places, and things
and provide additional
information, when prompted
and/or using phrases and
short sentences.
ELP3: Describe familiar
people, places, and things
and provide additional
information, when
prompted, using simple
sentences that represent
multiple, related ideas.
ELP 4: Describe familiar
people, places, and things
and provide additional
information, when
prompted, using expanded
and some complex
sentences.
ELP 5: Describe familiar
people, places, and things
and provide additional
information, when
prompted, using multiple,
complex sentences.
TBOE Approved 8/26/2013
Suggested
Assessments


Formative Assessments
Teacher Observations
Checklists
Suggested
Resources

Rigby Resources for
Kindergarten

Mentor Texts
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to S.L.K.4
asking and answering questions
story comprehension
Listening Skills Rubric: rubric for
assessing listening.
Simple 3-part rubrics for assessing
listening and speaking
Page 28
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 I can tell about something I know.
 Teacher observation/Logs
 I can add details about something I know.
 Teacher maintains anecdotal records notes
 I can describe people, places, things, and events that I know.
(with support).
 Work Samples
 I can use details when I speak to send a clear message to my
 Portfolios
listener.
 Work Samples
 Portfolios
 Writings/Listening Assessments
TBOE Approved 8/26/2013
Page 29
UNIT NAME: 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:(This standard integrates the visual arts with English language arts.)
 Adding drawings or visual displays helps students attend to the key details of their descriptions.
 Young learners begin to realize how visuals support their comprehension of narrative and informational text.
 Students can utilize visuals to express their ideas and organize oral presentations across all content areas.
Essential Questions:
 How do pictures and images add information to words written about people, things, places, and events?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
Anchor Charts/ Charts/Posters
Standards:
Student Learning Objectives
Suggested Instructional
Suggested
(SLO)
Scaffold Skills
Assessments
Content Objective (CO)
Language Objective (LO)
CCSS/S.L.K.5
SLO 14
ELP 1: Illustrate in order
Formative Assessments
Add drawings CO: 14: Reproduce visual displays
to provide additional detail  Teacher Observations
or other visual for descriptions and additional detail. to descriptions and/or
 Checklists
displays to
using single words.
LO: 14: Illustrate in order to provide
descriptions
ELP 2: Illustrate in order
as desired to
additional detail to descriptions with
teacher modeling.
provide
to provide additional detail
additional
to descriptions and/or
detail.
using phrases and short
sentences.
WIDA ELD 2
ELP3: Illustrate in order to
Listening
Writing
provide additional detail to
descriptions that use
Speaking
repetitive structures.
TBOE Approved 8/26/2013
Suggested
Resources

Mentor Texts
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
Page 30
ELP 4: Illustrate in order
to provide additional detail
to descriptions using
complex sentences.
ELP 5: Illustrate in order
to provide additional detail
to descriptions using
multiple, complex oral
sentences.
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
S.L.K.5
Retelling A Story Using Visual
Strategies
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 Teacher observation/Logs
 I can make my pictures match what I say.
 I can use pictures to send a clear message to my listener.
 Teacher maintains anecdotal records notes
 Choose a topic to speak about.
 Work Samples
 Be able to use adjectives to describe the topic.
 Portfolios
 Draw a picture that shows what they are saying.
 Use magazine pictures, drawings, or clip art to make posters to
support what they are saying
TBOE Approved 8/26/2013
Page 31
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:


The ability to express thoughts, feelings, and ideas clearly supports speaking, listening, and writing across grade levels and content areas. Students
must be able to express thoughts, feelings, and ideas clearly when seeking clarification or additional information. Question answering and question
generation at all grade levels and in all content areas depend on the student’s ability to express ideas clearly.
Students who do not speak audibly are often misunderstood or are not listened to and may not receive clarification and/or additional information
necessary for grade appropriate learning.
Essential Questions:
 What makes a presentation "great"?
 What is the difference between "what I say" and "how I say it"?
 What strategies and procedures can teachers use to help students express thoughts, feelings, and ideas clearly?
 How important is speaking in “whole” sentences to students being able to express thoughts, feelings, and ideas?
 What strategies and materials can teachers use to teach (and remind) students to speak audibly?
ESL Supports:
 Role Play
Standards:
Student Learning Objectives
Suggested Instructional
Suggested
Suggested
(SLO)
Scaffold Skills
Assessments
Resources
Content Objective (CO)
Language Objective (LO)
CCSS/S.L.K.6
SLO 15
ELP 1: Describe thoughts,
Formative Assessments
 Mentor Texts
Speak audibly CO 15: Express thoughts, feelings
feelings and ideas using single
 Teacher Observations
and express
and ideas to others clearly.
words that represent ideas
www.starfall.com
 Checklists
thoughts,
using phrase patterns and
LO 15: Describe thoughts, feelings,
feelings, and
general, content related
www.storytimeforme.com
ideas clearly.
and ideas to others using a graphic
vocabulary.
organizer.
www.gboe.org
WIDA ELD 2
ELP 2: Describe thoughts,
Speaking
feelings and ideas using
www.storylineonline.net
phrases and short sentences
that represent ideas using
www.brainpop.com
formulaic sentence patterns
and general, content-based
www.spellingcity.com
vocabulary.
www.tumblebooks.com
ELP3: Describe thoughts,
feelings and ideas using simple
www.scholastic.com
TBOE Approved 8/26/2013
Page 32
sentence that represent
multiple, related ideas using
repetitive structures and key,
content-based vocabulary.
ELP 4: Describe thoughts,
feelings and ideas using
expanded and some complex
sentences that represent
organized ideas with a variety
of grammatical structures and
content-based vocabulary.
ELP 5: Describe thoughts,
feelings and ideas using clear
and coherent writing using
multiple, complex sentences
with a variety of grammatical
structures and precise, contentbased vocabulary.
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to S.L.K.6
Ways to Teach Speaking Seven Tips to Build Listening and
Speaking Skills
Listening and Speaking Rubrics
Student Rubric .
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 Teacher observation/Logs
 I can speak so others hear me.
 I can tell my thoughts clearly.
 Teacher maintains anecdotal records notes
 I can tell my feelings clearly.
 Work Samples
 I can tell my ideas clearly.
 Portfolios
 I can speak in a loud and clear voice so my listener can
understand me.
TBOE Approved 8/26/2013
Page 33
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Provide multiple opportunities for the students to print upper and lower-case letters and to practice oral language (through shared language activities,
songs, dramatic play, etc.)
 Understand nouns, verbs, plurals, interrogatives, and prepositions, and how they are used to help students expand the complexity of their sentences
and add descriptive words to their vocabulary and writing.
 Mastering the conventions of standard English grammar will help students master academic language and vocabulary across all content areas,
including math, science, and social studies, and support their overall academic achievement.
Essential Questions:
 How is letter naming fluency strengthened through learning the shapes of the letters and, then, learning how to print them?
 What activities help students expand their vocabulary so that they are able to use a variety of nouns, verbs and prepositions when speaking with
others?
 How can instruction in kindergarten level conventions of Standard English grammar be incorporated into daily activities such as morning meeting,
center work, following directions, going to special areas or the lunch room, and recess?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
Standards:
Student Learning Objectives
Suggested Instructional
Suggested
Suggested
(SLO)
Scaffold Skills
Assessments
Resources
Content Objective (CO)
Language Objective (LO)
CCSS/L.K.1.b,c,e
SLO 16
ELP 1: Communicate
Formative Assessments
 Rigby Resources for
CO 16: Express ideas in shared
b. Print many
using shared language
Kindergarten
 Teacher Observations
upper- and
language activities using frequently
activities or use single
 Checklists
lowercase letters.
occurring nouns (e.g., ball), plural
words
 Mentor Texts
nouns (e.g., balls, wishes), verbs
c. Use frequently
(e.g., play) and prepositions (e.g.,
www.starfall.com
occurring nouns
in).
and verbs.
www.storytimeforme.com
TBOE Approved 8/26/2013
Page 34
e. Form regular
plural nouns orally
by adding /s/ or
/es/ (e.g., dog,
dogs; wish,
wishes).
LO 16: Communicate using
frequently occurring nouns, verbs,
and prepositions by participating in
shared language activities.
WIDA ELD 1,2
Speaking
ELP 2: Communicate
using shared language
activities or use phrases
and short sentences.
ELP3: Communicate
using shared language
activities using simple
sentences.
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
ELP 4: Communicate
using shared language
activities by using
expanded and some
complex sentences.
ELP 5: Communicate
using shared language
activities using clear and
coherent language using
multiple, complex
sentences.
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
L.K.1.b,c,e
FUSD Writing Assessment
Rubric.
Kindergarten Writing Rubric
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
 I can write all my upper-case letters.
 Teacher observation/Logs
 I can write all my lower-case letters.
 Teacher maintains anecdotal records notes
 I can tell about people in my writing and speaking.
 Work Samples
 I can tell about places in my writing or speaking.
 Portfolios
 I can tell about things in my writing and speaking.
 I can use action words in my writing or speaking.
 I can add /s/ or /es/ to show more than one when writing.
 I can add /s/ to show more than one when speaking.
 I can add words to a sentence to make it clearer.
I can use conventions to send a clear message to my reader.
 I can write regular plural nouns orally by adding (e.g., dog, dogs; wish, wishes)
 I can use question words. (e.g., who, what, where, when, why, how)
 I can use common prepositions. (e.g., to, from, in, out, on, off, for, of, by, with)
 I can write complete sentences when working with a group.
TBOE Approved 8/26/2013
Page 35
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:

When given picture cards, kindergarten students can sort those picture cards into categories such as clothing, food, shapes, things that move (e.g.,
bicycles, trains, planes, cars, trucks, etc.).

Kindergarten students are able to complete concept picture sorting activities with partners and while working in learning centers. Kindergarten
students can use words learned to describe their environment.

When given words such as huge, colorful, sunny, ugly, kindergarten students are able to “marry” these words with things in their environment (e.g.
the playground has colorful things to play on; the cafeteria is a sunny room because of all the windows; this school is huge; the house across the
street is painted in an ugly green).
Essential Questions:
 Can students sort objects by attributes?
 What resources are there to help teachers provide concept sorts?

Why is sorting an effective strategy for developing understandings of concepts regarding kindergarten level areas (food, shapes, clothes, colors,
things to do, etc.)
 With guidance and support, can students act out the meanings of similar verbs or verbs with shades of meanings (sad, unhappy, happy, joyful, and
excited)?
 How can kindergarteners be guided to understand how some words describe other words?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life.
 Anchor Charts/ Charts/Posters
TBOE Approved 8/26/2013
Page 36
Standards:
CCSS: L.K.5.a
Sort common
objects into
categories (e.g.,
shapes, foods)
to gain a sense
of the concepts
the categories
represent.
Student Learning Objectives (SLO)
Content Objective (CO)
Language Objective (LO)
SLO 17
CO 17: Select and classify common
objects into categories (e.g., colors), with
guidance and support.
LO 17: Follow oral directions to sort
objects into categories using teacher
modeling and a partner.
WIDA ELD 2
Reading
Listening
Suggested Instructional
Scaffold Skills
ELP 1: Follow oral directions
to classify objects into
categories of size, color and
shape and/or follow simple
oral directions of single words
or gestures.


Formative
Assessments
Teacher
Observations
Checklists
Suggested
Resources

Mentor Text
www.starfall.com
www.storytimeforme.com
www.gboe.org
ELP 2: Follow oral directions
to classify objects into
categories of size, color and
shape and/or follow simple
oral phrasal directions which
have formulaic structures.
ELP3: Follow simple oral
directions which have
repetitive grammatical
structures, to classify objects
into categories of size, color
and shape.
ELP 4: Follow complex, oral
directions, which have a
variety of grammatical
structures, to classify objects
into categories of size, color
and shape.
ELP 5: Follow multiple,
complex, oral directions,
which have a variety of
grammatical structures, to
classify objects into
categories of size, color, and
shape.
TBOE Approved 8/26/2013
Suggested
Assessments
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
:L.K.5.a
Songs for Teaching offers a
unique strategy for interactive
language instruction.
.
Page 37
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
When someone helps me:
 Teacher observations Logs
 I can sort objects into categories.

Work Samples
 I can say an action word and the opposite.
 Portfolios
 I can say a describing word and the opposite.
 I can identify differences between words that mean almost the
same thing.
 I can use a variety of strategies to figure out what words mean.
(with support)
 I can identify antonyms of common verbs and adjectives. This
means I can name the opposite words for common verbs and
adjectives.
 I can make connections between words and their use.
 I can act out the meanings of similar action verbs to show that I
know the differences between them.
TBOE Approved 8/26/2013
Page 38
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Kindergarten students are able to understand and provide shades of meaning when working with verbs. For example, given the word “happy”,
kindergarten students can act out the shades of meaning when the words are provided by the teacher --- miserable, sad, unhappy, happy, glad,
joyful, excited.
 Kindergarteners identify and use word meanings to explore word relationships and usage through conversations, reading, read alouds, and
responding to texts with scaffolding and support.
 When given picture cards, kindergarten students can sort those picture cards into categories such as clothing, food, shapes, things that move (e.g.,
bicycles, trains, planes, cars, trucks, etc.).
Essential Questions:
 What can I do when a word doesn't make sense? How do I use what I know to figure out what I don't know?
 Can students sort objects by attributes? With guidance and support, can students act out the meanings of similar verbs or verbs with shades of
meanings (sad, unhappy, happy, joyful, and excited)?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
TBOE Approved 8/26/2013
Page 39
Standards:
CCSS: /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.
Student Learning Objectives (SLO)
Content Objective (CO)
Language Objective (LO)
SLO 18
CO 18: With guidance and support,
demonstrate the understanding of
shades of meaning among verbs
describing the same general action
(e.g., walk, march, strut, prance) by
acting out meanings.
LO 18: Describe the shades of
meanings of verbs (walk, march,
strut, and prance) using Total
Physical Response activities.
WIDA ELD
ELDS: 2
Speaking
Suggested Instructional
Scaffold Skills
ELP 1: Describe shades of
meaning among verbs
and/or state the same
general action using single
words.
ELP 2: Describe shades of
meaning among verbs using
and/or describe the same
general action with short
phrases.
ELP 3: Describe shades of
meaning among verbs
describing the same general
action using simple related
sentences with repetitive
structures.
Suggested
Assessments


Formative Assessments
Teacher Observations
Checklists
Suggested
Resources

Mentor Texts
www.starfall.com
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
ELP 4: Describe shades of
meaning among verbs using
complex sentences.
ELP 5: Describe shades of
meaning among verbs using
multiple, complex
sentences.
TBOE Approved 8/26/2013
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories.
Wiki-Teacher website-link to
l.k.5.d
Songs for Teaching offers a
unique strategy for interactive
language instruction.
Page 40
Stage 2 – Assessment Evidence
Suggested Performance Tasks:
Other Evidence:
When someone helps me: I can use a variety of strategies to figure
 Teacher observations Logs
out what words mean.

Work Samples
 I can sort objects into categories.
 Portfolios
 I can say an action word and the opposite.
 I can say a describing word and the opposite.
 I can identify differences between words that mean almost the
same thing.
 I can identify antonyms of common verbs and adjectives. This
means I can name the opposite words for common verbs and
adjectives.
 I can make connections between words and their use.
 I can act out the meanings of similar action verbs to show that I
know the differences between them.
TBOE Approved 8/26/2013
Page 41
UNIT 2
Grade level: Kindergarten
District-Approved Text: Rigby, On Our Way to English
Stage 1 – Desired Results
Enduring Understanding:
 Discuss or prepare semantic web organizers for synonyms, antonyms, and alternate meanings throughout any lesson. Use explanation or
clarification regarding word meanings or meanings of phrases that may be new or difficult.
 Regularly discuss idioms and colloquialisms when they appear in text.
 Create enthusiasm across the curriculum for the usage of new or difficult vocabulary.
Essential Questions:
 What can I do when a word doesn't make sense?How do I use what I know to figure out what I don't know?
 How can I regularly make linguistic connections for students learning English as a second language?
 What are the difficult-to-understand words or phrases in this lesson?
 What can I do to clarify or explain before or during instruction?
ESL Supports:
 Teacher Modeling
 Games
 Digital Tools
 Read Aloud/Guided Reading/Shared Reading/Adaptive Text
 Cooperative Learning
 Graphic Organizers
 Realia
 Word/Picture Walls
 Build on prior knowledge
 Draw connections between course content and real life
 Anchor Charts/ Charts/Posters
 Prompts
Standards:
Student Learning Objectives (SLO)
Suggested Instructional
Suggested
Suggested
Content Objective (CO)
Scaffold Skills
Assessments
Resources
Language Objective (LO)
CCSS: L.K.6
SLO 19
ELP 1: Apply common words
Formative Assessments
(Alert students to difficult or
CO 19: Acquire linguistic connections
Use words
acquired through reading and
 Teacher Observations
potentially confusing language
and phrases
during readings.
read aloud using common
 Checklists
acquired
single words.
and vocabulary across different
LO 19: Use common words and
through
subjects. Pre-teach vocabulary
conversations, phrases acquired through reading and ELP 2: Apply common words
reading and
read alouds using visuals and realia.
and phrases using common
when appropriate.)
being read to,
phrases and short sentences.
and
 Rigby Resources for
ELP3: Apply common words
responding to
Kindergarten
texts.
and phrases acquired through
TBOE Approved 8/26/2013
Page 42
WIDA ELD 1,2
Listening
Speaking
Reading
reading and read aloud using
simple sentences.

Mentor Texts
www.starfall.com
ELP 4: Apply common words
and phrases acquired through
reading and read aloud using
expanded and some complex
sentences.
www.storytimeforme.com
www.gboe.org
www.storylineonline.net
ELP 5: Apply common words
and phrases acquired through
reading and read aloud
multiple, complex sentences.
www.brainpop.com
www.spellingcity.com
www.tumblebooks.com
www.scholastic.com
www.puzzlemaker.com
http://kids.aol.com/
KOL/2/koljrstories/
archive/arthur-stories
Wiki-Teacher website-link to
LK.6
Language Builder
Kidspiration
Templates in Kidspiration can be
made into sorting activities.
Suggested Performance Tasks:
 I can speak so others hear me.
 I can tell my thoughts clearly.
 I can tell my feelings clearly.
 I can tell my ideas clearly.
 I can speak using words I hear in conversations.
 I can speak using words I hear in books.
TBOE Approved 8/26/2013
Stage 2 – Assessment Evidence
Other Evidence:
 Teacher observations Logs
 Work Samples
 Portfolios
 Observation during Center Time

Practice oral presentations
Page 43