Orange Board of Education
ELA-Kindergarten
Unit I:
Topic:
CCSS:
Friendly
Faces
RI.K.5
RF.K.2a
RF.K.2b
W.K.1
Journey’s
TE unit 1
Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)
Demonstrate understanding of the parts of a book.
Recognize and produce two rhyming words.
Count syllables in spoken words.
Draw and dictate an opinion piece about a favorite story using inventive spelling with
prompting and support.
With prompting and support, answer questions about key details in a text.
With prompting and support, retell stories, including key details.
With prompting and support, identify the main topic and retell key details in a text.
With prompting and support, name main characters, setting and major events of a story.
Listen and respond to questions about literature and informational text.
Projected # of
days
35
RL.K.1
RL.K.2
RI.K.2
RL.K.3
RI.K.10 ;
RL.K.10; SL.K.2
SL.K.1.a,b;SL.K.2 Engage in two strand conversations following agreed upon rules for discussion, asking
questions and taking turns.
SL.K.4
Name and describe familiar people, places or things and, with prompting and support,
provide additional details.
L.K.1.b
Express ideas in shared language activities, including nouns, verbs and prepositions.
L.K.1.e
L.K.1.d
Use question words, (e.g., who, what and where) in meaningful context when speaking.
L.K.6
Use new vocabulary in meaningful context with others.
Essential Questions: How can I find the most important ideas in a selection? What clues tell me how a character feels? How do the parts of a
story work together? How can photographs help me better understand a selection? Why is the order in which things happen in a story
important?
Enduring Understandings: Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of
the text. Letters and letter combinations represent sounds. Good writers develop and refine their ideas for thinking, learning, communicating,
and aesthetic expression. Oral discussion helps to build connections to others and create opportunities for learning. Listening is the process of
receiving, constructing meaning from, and responding to spoken and nonverbal messages.
Assessments:
Formative: anecdotal records of students in
Summative: Model Curriculum Unit 1
Authentic:
whole group, centers, guided reading/small
Assessment, published opinion piece
Work Sampling assessment such as, 2.D.2
group activities, one to one conferencing,
uses letter like shapes, symbols, letters and
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and assessing during Message Time Plus:
ELA-Kindergarten
words to convey meaning. 2.A.3
Demonstrates beginning phonemic
awareness. 2.C.4 Comprehends and
responds to fiction and non-fiction text.
Journal Writing,
Interdisciplinary Connections: Social Studies: families and pets, communities and community helpers, school relationships; Math: Sequencing
and ordinal numbers
Technology Integration: Smart Board, Centers: www.pbskids.org, www.starfall.com , www.abcmouse.com
Key Vocabulary: Character, setting, because, main idea, illustration, author, summarize, noun, (+ vocabulary for lessons in unit)
Useful Sites: www.thinkcentral.com for unit 1 activities , www.abcmouse.com/schools to register class, www.unitedstreaming.com go to
reading module for reading comprehension extensions
Primary Documents: (This section to be completed for RI only)
Text Crosswalk: Unit 1: Friendly Faces: Big Books and student readers; Daily Phonemic Awareness T13; Writing: Write an opinion piece about
Building With Dad: T14-15
Orange Board of Education
ELA-Kindergarten
Unit 2:
Topic:
CCSS:
Show and
Tell
RL.K.1; RI.K.1
Goals:
Projected # of
days
36
With prompting and support, ask and answer questions about key details in literature and
informational text.
RL.K.7; RI.K.7
With prompting and support, describe the relationship between illustrations and the story
Journey TE
in which they appear (e.g., what person or character, place, or idea in the text an
unit 2
illustration shows)
RF.K.1.a,b,c
Follow words in text from left to right. Demonstrate understanding that print represents
the spoken language. Recognize that words are separated by spaces in print.
RF.K.3.a
Produce 10 of the 21 primary sounds of the consonants.
W.K.2
Illustrate and write an informative/explanatory text on a chosen topic stating the name of
the topic, using developmental spelling and child’s dictation.
W.K.3
Illustrate and write the beginning, middle and end of an event using developmental spelling
and child’s dictation, including a reaction to what happened.
SL.K.1.a,b
Engage in five strand conversation asking questions and taking turns discussing
kindergarten topics and texts.
SL.K.2
Confirm understanding by asking and answering questions about key details presented.
SL.K.5
Add drawings to descriptions to provide additional detail.
SL.K.6
Express thoughts, feelings and ideas to others clearly.
L.K.1.b,c,e
Express ideas in shared language activities using frequently occurring nouns, plural nouns,
verbs, and prepositions.
L.K.6
Use words and phrased acquired through reading, including read alouds.
Essential Questions: How are the five senses the same and different? How can I learn about the characters in the story? How can details help me
understand a selection? How can I learn from the pictures in a selection? How do the parts of the story work together?
Enduring Understandings: Readers use language structure and context clues to identify the intended meaning of words and phrases as they are
used in text. Letters and letter combinations represent sounds. Good writers develop and refine their ideas for thinking, learning,
communicating, and aesthetic expression.
Assessments:
Formative: anecdotal notes, running records, Summative: Model Curriculum Unit 2
Authentic: Work Sampling collections
Talk Moves, teacher/student conference to
Assessment
(student work samples), journal writing,
determine previous knowledge of topic
observation of student conversation (Talk
and/or understanding
Moves), teacher/student writing conferences
Orange Board of Education
ELA-Kindergarten
Interdisciplinary Connections: Science: The Five Senses, animals, motion: wheels and transportation; Social Studies: inventions past and
present, signs in the community (environmental print)
Technology Integration: Smart board, Centers: www.pbskids.org, www.starfall.com , www.abcmouse.com
Key Vocabulary: character, setting, because, main, illustration, author, idea, next, beginning, middle, end (+ vocabulary for lessons in unit)
Useful Sites: www.thinkcentral.com for unit 2 activities , www.exchange.smarttech.com for smartboard lessons ; www.abcmouse.com/schools ,
www.discoveryeducation.com ,
Primary Documents: (This section to be completed for RI only)
Text Crosswalk: Houghton Mifflin Harcourt Journeys read alouds, Big Books and student readers, Unit 2: Show and Tell
Orange Board of Education
ELA-Kindergarten
Unit 3:
Topic:
CCSS:
Goals: (This section should contain the standards that are to be mastered by the end of
Projected # of
the unit.)
days
Outside My RL.K.2; RI.K.2;
With prompting and support, retell a familiar story including main characters, setting and
36
Door
RL.K.3; RL.K.6;
major events (beginning, middle and end), state key details in informational text, name
RI.K.6
author and illustrator and define their roles.
Journey’s
RL.K.7; RI.K.7
With prompting and support, describe the connection between the illustration and
TE Unit 3
story/text (e.g, what moment in the story or idea in the text the illustration depicts).
RI.K.10; RL.K.10 Listen and respond with purpose and understanding to literature and informational text in
group reading activities.
RF.K.1.a,b,c
Follow words in print from left to right and top to bottom, recognize that print represents
the spoken language and words are represented by specific sequences of letters, and
separated by spaces.
RF.K.2.a,b,c
Produce three simple rhyming words; count, pronounce, blend , and segment syllables in
spoken words; blend and segment onsets and rimes of single-syllable spoken words.
RF.K.3.a,c
Demonstrate basic knowledge of letter-sound correspondence by producing 15 of the 21
primary letter sounds of the consonants; Read high-frequency sight words
W.K.1
Draw and write an opinion piece stating the topic (self chosen or teacher directed) and an
opinion on the topic.
W.K.2
Create an informative/explanatory piece that names the topic and supplies information
using emergent writing, pictures and dictations.
W.K.6
With guidance and support, produce and publish a short narrative using digital tools.
W.K.7
Participate in group writing activity, including shared research (e.g, compare stories written
by one author and state an opinion about them).
SL.K.1.a,b;
Engage in five strand conversation following agreed upon rules for discussion, asking and
SL.K.2; SL.K.3
answering questions about key details and clarification.
L.K.1.a
Print 15 upper and lower case letters
Essential Questions: How are the months of the year the same and different? What clues help me figure out things the author does not tell me?
Why do authors write informational texts? What causes events in a story to happen? Why is it important to know what happens first, next, and
last in a selection? How do good writers express themselves? How do writers develop a well written product? How can discussion increase our
knowledge and understanding of an idea? How are sounds represented by letters?
Enduring Understandings: Letters and letter combinations represent sounds. Good writers use a repertoire of strategies that enables them to
vary form and style, in order to write for different purposes, audiences, and contexts. Oral discussion helps to build connections to others and
Orange Board of Education
ELA-Kindergarten
create opportunities for learning.
Assessments:
Formative: anecdotal notes, running records, Summative: Model Curriculum Unit 3
Authentic: Work Sampling collections
Talk Moves, teacher/student conference to
Assessment
(student’s work samples), journal writing,
determine previous knowledge of topic
observation of student conversation (Talk
and/or understanding
Moves), teacher/student writing conferences
Interdisciplinary Connections: Social Studies: Holidays and Celebrations; Science: Seasons and weather, Animal habitats
Technology Integration: digital cameras, Smart board, Centers: www.pbskids.org, www.starfall.com
Key Vocabulary: Character, setting, because, main, illustration, author, rhyme, conversation (+ vocabulary for lessons in unit)
Useful Sites: www.thinkcentral.com , www.exchange.smarttech.com; www.abcmouse.com/schools , www.discoveryeducation.com ,
Primary Documents: (This section to be completed for RI only)
Text Crosswalk: Houghton Mifflin Harcourt Journeys read alouds, Big Books and student readers, Unit 3: Outside My Door
Orange Board of Education
ELA-Kindergarten
Unit 4:
Topic:
CCSS:
Goals: (This section should contain the standards that are to be mastered by the end of
Projected # of
the unit.)
days
Let’s Find
RL.K.4; RI.K.4
Ask and answer questions to learn about unfamiliar words in literature texts; With
34
Out
prompting and support, ask and answer questions to learn about unfamiliar words in
informational texts.
Journey’s
RI.K.8
With prompting and support, state reasons an author gives to support points in a text.
TE Unit 4
RL.K.9
With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories, utilizing picture clues or other story props.
RF.K.2.c
Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.4
Read emergent reader texts with purpose and understanding.
W.K.5
With guidance and support, add details to strengthen writing (e.g., adding the names of
characters to a story) in response to questions and suggestions from peers.
W.K.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources (e.g., magazines, websites) to answer a question
L.K.1.f
Produce and expand complete sentences in shared language activities.
L.K.4.a
Identify new meanings for familiar words (e.g., knowing fly is a bug and learning flies is
something an airplane does) and apply them accurately.
L.K.5.b
With guidance and support, identify the meaning of frequently occurring verbs and
adjectives and relate them to their antonyms.
Essential Questions: Why are details helpful? What clues help me figure out things the author does not tell me? How does knowing why the
author wrote a selection help me? What causes events in a story to happen? Why is it important to know when things happen in a story?
Why do readers need to pay attention to a writer’s choice of words? Why conduct research?
Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply
strategies to enhance their comprehension. Good readers compare, infer, synthesize, and make connections (text to text, text to world, and text
to self) to make text personally relevant and useful. Researchers gather and critique information from different sources for specific purposes.
Assessments:
Formative: anecdotal notes, running records, Summative: Model Curriculum Unit 4
Authentic: Work Sampling collections
Talk Moves, teacher/student conference to
Assessment
(student’s work samples), journal writing,
determine previous knowledge of topic
observation of student conversation (Talk
and/or understanding
Moves), teacher/student writing conferences
Interdisciplinary Connections: Science: The study of Science, Exploration; Social Studies: Benjamin Franklin: Inventor, Folk and Traditional tales;
Technology Integration: Smart board, Centers: www.pbskids.org, www.starfall.com , iPads, Mac books
Orange Board of Education
ELA-Kindergarten
Key Vocabulary: blend, reason, opposite, meaning, finger space, similar and different, alike (+ vocabulary for lessons in unit)
Useful Sites: www.thinkcentral.com , www.exchange.smarttech.com; www.abcmouse.com/schools , www.discoveryeducation.com ,
Primary Documents: (This section to be completed for RI only)
Text Crosswalk: Houghton Mifflin Harcourt Journeys read alouds, Big Books and student readers, Unit 4: Let’s Find Out!
Orange Board of Education
ELA-Kindergarten
Unit 5:
Topic:
CCSS:
Goals: (This section should contain the standards that are to be mastered by the end of
Projected # of
the unit.)
days
(e.g.,)
RL.K.2; RL.K.9
With prompting and support, retell a familiar story including key details; With prompting
35
and support, compare and contrast characters’ adventures and experiences in familiar
stories.
Unit 5
RI.K.3
With prompting and support, describe the relationship between two individuals, events,
Journey’s
ideas, or pieces of information in a text.
TE)
RI.K.9
With prompting and support, identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RF.K.1
Recognize and name all the upper and lowercase letters of the alphabet.
RF.K.2.d
Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in threephoneme (consonant-vowel-consonant, or CVC) words (e.g., bat, can)
RF.K.2.e
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words (e.g., fat, cat)
RF.K.3.a,b
Produce the primary or most frequent sound for each consonant; With prompting and
support connect the long and short sounds with common spellings (graphemes) for the five
major vowels.
RF.K.3.c,d
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,
does).; Identify the letter sounds that differ in similarly spelled words (e.g., let, get)
RF.K.4
Read emergent-reader texts with purpose and understanding.
W.K.1
Draw and write and opinion piece (self-selected or teacher directed), stating the topic or
the name of the book they are writing about, and opinion on the topic or book.
W.K.7; W.K.8
With guidance and support, gather information from provided sources (e.g., library books)
to answer a question in group writing and shared research activities (e.g., compare and
contrast two mammals and state an opinion on them).
Essential Questions: How do characters change in a story? How do parts of a story work together? Why is the order of events in a selection
important? What clues help me figure out things the author does not tell me? How do words and pictures help tell a story? How are sounds
represented by letters? What do readers do when they do not understand everything in a text? Why conduct research? Why does a writer
choose a particular form of writing?
Enduring Understandings: Letter and letter combinations represent sounds. Good readers employ strategies to help them understand text.
Strategic readers can develop, select, and apply strategies to enhance their comprehension. Researchers gather and critique information from
different sources for specific purposes. A writer selects a form based on audience and purpose.
Orange Board of Education
ELA-Kindergarten
Assessments:
Formative: anecdotal notes, running records, Summative: Model Curriculum Unit 5
Authentic: Work Sampling collections
Talk Moves, teacher/student conference to
Assessment
(student’s work samples), journal writing,
determine previous knowledge of topic
observation of student conversation (Talk
and/or understanding
Moves), teacher/student writing conferences
Interdisciplinary Connections: Social Studies: Changes in peer relationships; Science: Growth and change in humans, animals and plants
Technology Integration: Smart board, Centers: www.pbskids.org, www.starfall.com , iPads, Mac books
Key Vocabulary: lower case letters, upper case letters, capital letter, punctuation, short vowels, long vowels, (+ vocabulary for lessons in unit)
Useful Sites: www.thinkcentral.com , www.exchange.smarttech.com; www.abcmouse.com/schools , www.discoveryeducation.com ,
Primary Documents:
Text Crosswalk: Houghton Mifflin Harcourt Journeys read alouds, Big Books and student readers, Unit 5: Growing and Changing
*Differentiation: www.marzanoresearch.com/free_resources/itembank.aspx