Unit Overview
Content Area: English Language Arts
Unit Title: Conventions of Standard English: Vocabulary Acquisition, Grammar and Usage
Target Course/Grade Level: Kindergarten
Timeline: Ongoing
Unit Summary: The instruction of vocabulary is best supported when embedded and instructed
throughout all areas of the curriculum. Vocabulary instruction must be direct and occur every day through
oral and print exposure (spoken and written vocabulary). Vocabulary occurs in two basic forms: receptive
(vocabulary children understand when they hear) and expressive (vocabulary children use in speaking and
writing). In addition, vocabulary knowledge supports students’ abilities in listening and reading
comprehension. This unit will also enforce the importance of one’s ability to communicate effectively by
articulating clearly and accurately using appropriate language structure so that one’s message can be
understood.
Primary interdisciplinary connections: Science, Social Studies, Math, Art, Music, Health and Physical
Education
21st century themes and skills: Creative Thinking and Problem Solving, Communication and
Collaboration, Life and Career Skills: -flexibility and adaptability, initiative and self-direction, social
skills, productivity and accountability, leadership and responsibility.
Anchor Standards:
Anchor Standards for Language:
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
Learning Targets/Activities
Domain: Language
Cluster: Conventions of Standard English, Vocabulary Acquisition and Use
Standard #
Standards
Demonstrate
command of the conventions of standard English grammar and usage when
L.K.1.b-f
writing or speaking.
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.
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.
With
guidance
and support from adults, explore word relationships and nuances in word
L.K.5.a-d
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.
Use words and phrases acquired through conversations, reading and being read to, and
L.K.6
responding to texts.
Unit Essential Questions
Unit Enduring Understandings
 Why is vocabulary instruction essential?
 In order to communicate effectively one must
possess a robust vocabulary.
 How can I acquire a robust vocabulary?
 When reading, speaking, and writing it is
 Why is there structure to our language?
important to understand word relationships and
 How do I effectively communicate my thoughts
nuances in word meanings.
and feelings when speaking and writing?
 Building a robust vocabulary assists in listening
and reading comprehension.
 Language has consistent patterns and rules to
follow when speaking and writing.
 It is essential to articulate clearly and accurately
using appropriate language structure so that one’s
message can be understood.
L.K 4.a-b
Unit Learning Targets
Students will ...
 Identify and use frequently occurring nouns and verbs in speaking and writing. (L.K.1.b)
 Identify and form plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (L.K.1.c)
 Demonstrate an understanding of question words (interrogatives) in speaking and writing (e.g,
who, what, when, where, why, how). (L.K.1.d)
 Use appropriate prepositions (e.g, to, from, in, out, on, off, for, of, by, with) to expand thoughts in
speaking and writing. (L.K.1.e)
 Demonstrate an understanding of multiple meaning words and apply them accurately in speaking
and writing. (L.K.4.a)
 Identify and understand the meaning of frequently occurring inflections and affixes (e.g., -ed, -s,
re-, un-, pre-, -ful, -less) to determine the meaning of an unknown word. (L.K.4.b)
 Identify the features of a complete sentence or thought and expand during shared language
activities. (L.K.5.f)
 Identify commonalities of objects by sorting object/pictures into teacher or self-selected
categories. (L.K.5.a)
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Demonstrate the ability to generate antonyms to commonly used verbs and adjectives in both
speaking and writing. (L.K.5.b)
Identify opposites/antonyms when reading and/or listening to texts. (L.K.5.b)
Identify verbally or draw detailed illustrations to support their understanding of words and their
use/meaning. (L.K.5.c)
Demonstrate the ability to identify and extend verbs through drama (L.K.5.d)
Demonstrate social/intellectual conversation utilizing the use of words and phrases acquired.
(L.K.6)
Learning Activities
 word walls (interesting words, content
words, sight words, etc.)
 Guess My Word
 sound/picture/object sorts
 matching and memory games with
vocabulary words/pictures
 class dictionary
 Language Experience Charts
 written responses
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mentor texts/ read alouds
songs, poems, literature and rhymes
clapping/snapping/stomping games
morning message
daily oral language
word clusters
modeled, interactive, and guided writing
Evidence of Learning
Formative Assessments
 Student participation
 Teacher observation
 Performance Tasks: sorting, literacy center
activities
Summative Assessments
 Oral and written conversation
RESOURCES/TECHNOLOGY
Teacher Instructional Resources:
 Making Words, Cunningham, Hall and Heggie
 Words Their Way: Pearson Learning Group
 Reading First, Creative Teaching Press
 Vocabulary Games for the Classroom, Carlton and Marzano
 Building Academic Vocabulary, Marzano
Integration of Technology: SMARTBoard, Document Camera, SMARTBoard activities
Technology Resources:
Click the links below to access additional resources used to design this unit:
 Florida Center for Reading Research – www.fcrr.org
 www.pinterest.com
 www.teacherspayteachers.com
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www.havefunteaching.com
www.abcya.com
http://tc.readingandwritingproject.com/
http://wvde.state.wv.us/strategybank/vocabulary.html
http://www.vocabularya-z.com/
http://www.myvocabulary.com/
http://www.merriam-webster.com/word-of-the-day/
http://www.merriam-webster.com/game/index.htm
http://www.sadlier-oxford.com/prof_development.cfm
(Sadlier Professional Development Series)
www.onelook.com
www.americancorpus.org
www.etymonline.com
www.wordsmith.org
www.verbivore.com/rllink.htm
Opportunities for Differentiation:
Learning centers/stations
Flexible grouping
VAKT modeling
Leveling of sorting activities
Teacher Notes: