Course: Reading Year: Teacher: Kindergarten

Transcription

1 Course: Reading Year: Teacher: Kindergarten Unit 1: UNIT TITLE Launch: Welcome to School Approximate Time Frame: 20 days Students will become familiar with the routines of school through literature (shared reading). The stories address the normal fears, excitement and learning that takes place in the Kindergarten classroom. Teachers will use these books to teacher concepts of print as well as reinforce good student behavior and habits of learning. R SL.K.6 Why do readers read? How can reading books help people with new experiences? That there are many types (genre) of books. That readers read to understand. That books have a structure (front, back, beginning, middle, end.) That books have text and illustrations That books are read for information. That books help us to experience or understand new things. That books are entertaining. That illustrations support text Concepts of print Front cover/back cover Follow left to right Understand that written represent speech Words are separated by spaces Recognize letters of the alphabet are included in words Identify the main character in a story Identify a detail about the main character Understand the terms: Title and author The Kindergarten Diary Howard B Wigglebotton Learns to Listen T'was the Night before Kindergarten Title Author Illustrator Title page Front/back Cover Upper case letter Lower case letter word Sentence Capital period

2 Unit 2: UNIT TITLE : Fall Approximate Time Frame: 20 days Students will listen to stories and learn to retell stories. All stories focus on information about the fall season. Retelling will include information gleaned from text and illustrations. Key Ideas and Details: With Prompting and support, retell familiar stories including details. R RL.K.3 RL.K.7 RI.K.1 RI.K.2 RI.K.4 RI.K.7 SL.K.2 SL.K.3 SL.K.4 L.K.4 How do you know it is fall? That stories have a topic. Informational text has a main idea and details. Biographies are stories about a real person s life. Fall is a unique season with identifiable characteristics There is a cycle to the seasons. Identify the topic. Identify a main idea(with prompting) Sequence part of a story in order Transition words (first, then, next, last) Genre (with prompting) The Apple Pie Tree By Zoe Hall Johnny Appleseed By Masumi Furukawa Seed, Sprout, and Pumpkin Pie By Jill Esbaum Seasons Fall Autumn Harvest Patch Legend Biography Informational text Sprout

3 Unit 3: UNIT TITLE Character Counts Approximate Time Frame: 20 days Students will learn why it is important to have good character. They will hear stories whose main characters are faced with problems that require good character. Themes include friendship, fairness, and team work. Students will discuss how story characters solve problems and what lessons they learned. RL.K.3 Key Ideas and Details support, identify characters, setting and major events in a story. RL.K.6 RL.K.9 SL.K2 SL.K.3 SL.K.6 L.K.4 L.K.6 How do we get along with others? That readers understand characters by their words and actions. That different authors write about similar topics. That some stories teach a lesson or have a moral. That characters have a point of view. That stories often have a problem and solution. Story elements: Setting Characters Problem Solution Identify key events Identify beginning, middle, end of a story Character traits Point of view Explain the lesson the character learns Chester s Way By Kevin Henkes Tillie and the Wall By Leo Lionni The Sneetches By Dr. Seuss Character Setting Problem Solution Lesson Moral Trait Solve Event Cooperate Teamwork Unit 4: UNIT TITLE Family Approximate Time Frame: 20 days Students will hear narrative and informational text that describe types of families and family life. Students will consider characters perspectives and relate them to their own experiences. RL.K.6 Craft and support, name the What makes a family? That authors have a particular purpose for writing a book. Identify the author s Purpose The Family Book By Todd Parr Author Illustrator Opposite Different

4 author and illustrator of a story and define the role of each in telling the story. R RL.K.3 RI.K.1 RI.K.4 RI.K.5 W.K.2 SL.K.2 SL.K.6 L.K.2 That characters have a point of view (or opinion) That readers understand character s points of views (or opinions) based on what the characters say and do in a story. Author s role Illustrator s role Identify story elements Notice character traits Compare and contrast Identify common antonyms Story Elements (with prompting and assistance) Identify informational text Identify fictional text Julius, The Baby of the World By Kevin Henkes The Pain and the Great One By Judy Blume Same Alike Similar Trait Opinion Author Illustrator Identify author and illustrator Unit 5: UNIT TITLE Winter Weather Approximate Time Frame: 20 days Teachers will read three genres about winter: poetry, folktales, and informational text. Students will learn about winter through all genres. Students will begin to understand the differences between genres and will be able to identify between informational text and literature. RL.K.5 Craft and What do we learn Books are written for about a topic by information and Recognize common reading different entertainment types of text (e.g. genres? storybooks, poems) That text layout RI.K.5 Craft and (structure) can look different in different Identify the front genres. cover, back cover, and title page of a Stories have a book. beginning, middle and RL end Identify informational text Identify a story Identify the main character and setting in a story Retell a story including beginning, The Mitten By Jan Brett Owl Moon By Jane Yolen When a Storm Comes Up By Alan Fowler Topic Title Detail Poem Poetry Poet Author Illustrator Rhyme Fact/s Weather Season

5 RF.K.3 RL,K.1 RL.K.3 RI.K.2 RI.K.4 W.K.2 SL.K.2 L.K.5 L.K.6 Authors write in different ways to share a message or story. Poems can tell a story. Informational text includes facts about a topic. Titles can inform the reader about the topic of a book. Authors and illustrators have a particular style. middle and end (with assistance) Distinguish between illustrations and photos Understand that captions and labels help the reader understand images, charts, maps and diagrams Understand that maps represent the world Winter Caption Label Map Photo Chart Diagram Unit 6: UNIT TITLE Books are a Treasure Approximate Time Frame: 20 days Students will learn the importance of books and how literature can enrich their lives. They will learn that books are available at libraries, book mobiles, classrooms, shops, and in their homes. RL.K.9 Integration of Knowledge and Ideas support, identify basic similarities in and differences between tow texts on the same topic (e.g. illustrations, descriptions or procedures). What can readers learn from reading books? Why is reading important? That stories have structure That stories can teach a lesson That we understand stories through text and illustrations Connections between stories help readers understand common themes Compare and contrast Rhyming words Sequence Transition words Identify the lesson or moral of the story Wild About Books By Judy Sierra Miss Smith s Incredible Story Book By Michael Garland The Library Lion By David Stein Rhyming Compare Contrast Text Illustration Message (theme)

6 RF.K.3 RF.K.4 R RL.K.5 RL.K.7 W.K.3 W.K.5 SL.K.2 SL.K.6 L.K.5 L.K.6 That characters in different stories can be similar in many ways. That the lessons characters learn can relate to the reader s life. Unit 7: UNIT TITLE : Traditional Literature: Nursery Rhymes, Fairy tales, Fables, and Folktales Approximate Time Frame: 20 days This unit is designed to expose students to traditional stories that will increase their ability to make universal associations upon which further learning can be built. The study of this genre will include stories that have clear examples of the features of traditional literature. Students will recognize folktales, fairy tales and fables by the unique language they share (e.g. once upon a time, long, long ago, happily ever after, etc.) and the lessons or morals they teach. RL.K.3 Key Ideas and details support, identify characters, setting and major events in a story. RF.K.3 RF.K.4 R What lessons about life can readers learn from reading traditional literature? Traditional literature consists of fairy tales, folktales, tall tales, legends and myths. Traditional literature stories were originally told orally by story tellers. Authors wrote the stories and as a result Story elements Sequence of events Cause and effect relationships that drive the story forward Identify the lesson/moral of the story. (with support) The Three Pigs By David Weisner Rumplestiltskin By Paul Zelinsky The Boy Who Cried Wolf By BG Hennessy Sequence First, then, next, after, last, at last, finally. Once upon a time Happily ever after Lesson Moral Setting

7 Rl.K.9 W.K.2 W.K.3 SL.K.4 L.K.2 L.K.4 there are many versions. The stories share common language unique to the genre (e.g. once upon a time, long ago etc.) Main characters often learn a lesson in these stories. Identify traditional literature as a unique genre (with support) Characters The stories follow a similar format. The stories often reflect a particular culture. Unit 8: UNIT TITLE : Animals Approximate Time Frame: 20 days Students will read 2 informational stories and I fictional story about animals. They will examine context clues to determine the meaning of new words. They will extract facts about animals through close observation of illustrations (facts not included in the text) in informational text. Students will identify the factual information included in fictional text. Craft and support, ask and answer questions about unknown words in a text. RI. K.4 Craft and support, ask and answer questions about unknown words in a text. What can a reader learn about a topic by reading various genres? That readers read to learn. That informational text is organized in a way to help readers learn about a topic. That photos and illustrations contain information not included in the text. Identify, with support, the topic of informational text Identify a main idea and a detail that supports it, with assistance Distinguish between real and makebelieve Morning, Noon and Night By Jean Craighead George Red Eyed Tree Frog By Joy Cowley Whales Passing By Eve Bunting Stellaluna By Janell Cannon (optional) Topic Text Fact Clues Make believe Real Main idea Detail Illustration Photo Information

8 R RI.K.2 RL.K.7 RI.K.7 RL.K.9 That fictional works can include facts about a topic. That fictional stories can enhance the readers understanding of a topic. That fictional authors need to know and understand a topic before they write a story about it. That all writers are researchers. That readers can determine the meaning of words using contextual clues. State information presented in photos/illustrations Use context clues to determine the meaning of unknown words (with support) Unit 9: UNIT TITLE Author Study: Leo Lioni Approximate Time Frame: 4 Weeks Students will experience a body of work by one author. They will come to recognize the craft Leo Lionni uses in his books that make his stories and illustrations unique. Teachers will share information about Lionni as an author/illustrator. R,, RL.K.3, RL.K.5, RL.K.6 RL.K.7 RL.K.8,RL.K.9, R0 RF.K.3 RF.K.4 W.K.2 W.K.3 What makes an author/illustrator recognizable? Why might a reader want to read an author s collection? Authors write text and illustrators create illustrations. Authors can be recognized by the craft they repeatedly use in a body of work. Character traits Compare/contrast Story elements Author s point of view A Color of His Own It s Mine An Extraordinary Egg A Busy Year A Flea Story Alexander and the Wind Up Mouse Frederick Matthew s Dream Little blue and Little Yellow Compare Contrast Point of view Story element Craft Collection Recognize Create

9 SL.K.4 L.K.2 L.K.4 Illustrators can be recognized by artistic style Authors use the same characters in several stories. Authors express their point of view about a topic in the stories they write. Pezzetino