2015-16 Curriculum Blueprint
Grade:
K
Flexible Time
Line
Course: ELA
SBE Unit 3
Listening Lexile Band: 230-820
Reading Lexile Band: 100-275
15 days
Unit Overview
In this unit, students will focus on identifying literary story elements. Students will also be able to describe the relationship
between illustrations and the story in which they appear. With the use of modeling and sentence frames, students will then be
able to write to tell their opinion or preference of the text. Students will use conventions to improve their reading and writing.
This unit will also include expanding their vocabulary with shades of meaning. Students will be building and writing CVC words.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Essential Questions
 What is a story element?
 How do details help me understand the author’s meaning?
 How do the elements of a story help me to understand the story?
 How do conventional standards (i.e., capitalization, punctuation and spacing) help me to read?
 How can shades of meaning improve my writing?
Reading Learning Goals
Writing Learning Goals
Students will be able to identify the elements of a story and describe
Students will be able to use the writing process to edit
the relationship between illustrations and the story; identify about
their writing and show standard conventions (i.e.,
event or idea.
capitalization, punctuation and spacing).
RL.1.3 Scale RL.3.7 Scale
Focus Reading Standard
LAFS.K.RL.1.3 (DOK 1) With prompting and support, identify
characters, settings, and major events in a story.
LAFS.K.RI.1.3 (DOK 3) With prompting and support, describe the
connection between two individuals, events, ideas, or pieces of
information in a text.
LAFS.K.RL.3.7 (DOK2) With prompting and support, describe the
relationship between illustrations and the story in which they appear
(e.g., what moment in a story an illustration depicts).
Focus Writing Standard
LAFS.K.W.1.1 (DOK 2) Use a combination of drawing,
dictating, and writing to compose opinion pieces in
which they tell a reader the topic or the name of the
book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite
book is...).
Focus Reading Foundational Skills
LAFS.K.RF.2.2 (DOK 1) Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
LAFS.K.RF.3.3 (DOK 1) Know and apply grade-level phonics and word
analysis skills in decoding words.
Focus Language Standards
LAFS.K.L.1.1 (DOK 2) Demonstrate command of the
conventions of standard English grammar and usage
when writing or speaking.
LAFS.K.L.1.2 (DOK 2) Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.K.L.3.4 (DOK 2) Determine or clarify the meaning of
unknown and multiple-meaning words and phrases
based on kindergarten reading and content.
LAFS.K.L.3.5 (DOK 3) With guidance and support from
adults, explore word relationships and nuances in word
meanings.
Recursive Standards
*Click the hyperlink for the recursive standard resource where each standard is defined.
RF: 1.1
SL: 1.1, 1.2, 1.3, 2.6
R: 1.1, 2.4, 2.5,2.64.10
W: 2.5, 3.8
L: 3.6
Phonics and Phonological Awareness
High Frequency/Vocabulary
Grammar/Language
Zz, Ii, Cc, Kk
to, and, go, you, do, my, are, he, with
Sentences
Review Nouns and Verbs
CVC Words including nonsense words
(i.e. –in, -it, -ip, -im)
*must complete 22 HF words by end of
2nd quarter
Sight words per quarter
Draft Revised 4-28-15
Deconstructed Reading Standards
LAFS.K.RL.1.3 (DOK 1) With prompting and support, identify characters, settings, and major events in a story.
 Define character, setting and major events.
 Identify the characters, setting, and major events
1st: Describe characters, settings, and major events in a story, using key details.
LAFS.K.RI.1.3 (DOK 3) With prompting and support, describe the connection between two individuals, events, ideas, or pieces
of information in a text.
 Identify key details about an individual in an informational text.
 Identify details about events or ideas in an informational text.
 Discuss the connection between two individuals, events, ideal or pieces of information.
 Identify the relationship between elements in an informational piece.
LAFS.K.RL.3.7 (DOK2) With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts).
 Describe a moment in a story using the illustrations.
 Describe how the illustrations and story are related.
st
1 : Use illustrations and details in a story to describe its characters, setting, or events.
LAFS.K.RF.2.2 (DOK 1) Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant,
or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
LAFS.K.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most
frequent sound for each consonant.
b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Recursive
LAFS.K.R.1.1 (DOK 2) With prompting and support, ask and answer questions about key details in a text.
LAFS.K.R.2.4 (DOK 2) With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RI.2.5 (DOK 1) Identify the front cover, back cover, and title page of a book.
LAFS.K.RL.2.6 (DOK 1) With prompting and support, identify the author and illustrator of a story and define the role of each in
telling the story.
 Name the author and illustrator
 Define author purpose
 Define illustrator purpose
LAFS.K.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.
LAFS.SL.1.2 (DOK 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.
LAFS.K.SL.1.3 (DOK 2) Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
LAFS.K.SL.2.6 (DOK 1) Speak audibly and express thoughts, feelings, and ideas clearly.
Deconstructed Writing and Language Standards
LAFS.K.W.1.1 (DOK 2) Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a
reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book
(e.g., My favorite book is...).
 Identify the title of a book or topic to write about.
 Recognize what an opinion is.
 Write an opinion piece that introduces the topic or book - demonstrate a combination of drawing, dictating, and writing.
Draft Revised 4-28-15
 Write an opinion piece that introduces the topic or book - include the topic or title of a book.
 Write an opinion piece that introduces the topic or book – state an opinion or preference about the topic or book.
LAFS.K.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
LAFS.K.L.1.2 (DOK 2) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
LAFS.K.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to
duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an
unknown word.
LAFS.K.L.3.5 (DOK 3) With guidance and support from adults, explore word relationships and nuances in word meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out
the meanings.
Recursive
LAFS.K.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and responding to
texts.
LAFS.K.W.2.5 (DOK 3) With guidance and support from adults, respond to questions and suggestions from peers and add
details to strengthen writing as needed.
LAFS.K12.W.3.8 (DOK 2) Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and
writing throughout the unit.
LAFS.K.RL.1.3 (DOK 1)
LAFS.K.RL.3.7 (DOK 2)
 How does each illustration give clues about
 Who are the characters in the
the characters, setting, or events in the
story?
story?
 When did the story happen?

How does the information provided by the
 Where did the story take place?
illustration compare to the information
 What was the problem in the
provided by the words in the text?
story?
 What details can we gather about the
How was the problem solved?
characters and setting using the text and
illustrations?
 After looking at the picture, what do you
think will happen next?
 Why do you think the illustrator drew this
picture?
 What can you learn about ___character’s
name___ by looking at the pictures?
Draft Revised 4-28-15
Suggested Literary Texts
*Depending on readability of text,
Interactive Read-Alouds may be utilized
(refer to Higher Order Questions to ensure
deeper comprehension)
Teach and Model
Week 1:
• Fire Safety Fiction, Fiction, Teacher
Choice
• Fire Safety Nonfiction, Informational
Text; Teacher Choice
• Flashing Fire Engines, Informational
Text, DSC IDR
Week 2:
• Community Helper Fiction, Fiction,
Teacher Choice
• A Day with a Doctor, Informational
Text, DSC Making Meaning
• A Day with a Vet, Informational Text,
DSC Making Meaning
• A Day with a Mail Carrier,
Informational Text, DSC Making
Meaning
• Tools, Informational Text, DSC Making
Meaning
• On the Go, Informational Text, DSC
Making Meaning
• This Train, Informational Text, DSC IDR
• Terrific Trains, Informational Text, DSC
IDR
Week 3:
• Community Helper Fiction, Fiction,
Teacher Choice
• I Want to be a Chef, Informational Text,
DSC Writing
• Mr. Santizo’s Tasty Treats,
Informational Text, DSC Writing
• This Plane, Informational Text, DSC IDR
• Airport, Informational Text, DSC Writing
• What Happens at an Airport,
Informational Text, DSC Writing
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and scaffold learning for the
published product. Can be used in whole group, small group, and journal
responses.
LAFS.K.RL.1.3 (DOK 1), LAFS.K.W.1.1 (DOK 2), LAFS.K.RI.1.3
(DOK 1) Part 1. After reading a text students should create one
circle map or other graphic organizer to identify each story
element (character, setting and major event) or informational
element (idea or event).
Part 2. Select a character and draw it in the center of the
bubble map; then use the outer circles to describe it by
drawing and writing.
Part 3. Use the bubble map to write why they like the story
element or informational element. (ex. I like the ____, because
it is________.)
With prompting and support, describe the connection between two individuals,
events, ideas, or pieces of information in a text.
LAFS.K.RL.3.7 (DOK2), LAFS.K.W.1.1 (DOK 2) Part 1.
After reading a text, student should create a bridge
map using pictures and words to describe the
relationship between illustrations and the story in
which they appear (e.g., what moment in a story an
illustration depicts).
Part 2. Use bridge map to write an opinion sentence and create an illustration
(i.e., Dinosaurs should not yell!).
LAFS.K.L.1.2 (DOK 2) After being given a teacher created sentence with incorrect
conventions, the student will rewrite the sentence correctly capitalizing the first
word in a sentence, the pronoun I, finger spaces, and recognize and use end
punctuation.
LAFS.K.L.3.5 (DOK 3)
Part 1. After reading a text, select a general verb or noun (i.e.,
dog or said) that can be become more specific through a
brainstorming activity.
Part 2. Using a flow map or sequencing graphic organizer, sequence shades of
meaning. Provide students with three or more words with similar meaning and
have them order the level of meaning (i.e., walk, skip, run). Provide student with
multiple opportunities to practice this skill.
Use to create your own tasks - LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional tasks would be
required to ensure adequate practice and deepening of knowledge to ensure
mastery of the focus standards.
*Students should interact with the
suggested/optional texts multiple times to
master the three focus reading standards
within this unit. PLC’s should collaborate to
determine the order of instruction and
strategies that support the learning goal.
Draft Revised 4-28-15
Published Product for Unit
Product Examples - for Narrative writing starting on page 507
No Published product this unit
Report Card Specifications
*Grade level PLCs should determine a minimum of 4 points of measurement for each nine weeks. At least one point of
measurement should reflect student understanding of this unit.
Suggested Points of Measurement
Additional Resources & Links
Lexile.com
Serves as a tool to assist teachers with verifying reading sources for curriculum support
Tools to measure text complexity(Vetting a text)
McGraw-Hill Wonders
Pearson-Science or Social Studies
Marzano Proficiency Scales Bank
Writing Rubric - Narrative
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
Draft Revised 4-28-15