Non-Fiction Focus: Plants, Animals and their Habitats This unit will continue to explore informational text focusing on plant and animal needs. During this unit, students will describe similarities and differences between two texts on the same topic, making connections within and across texts. Students will continue to practice their speaking and listening skills as they listen and respond to text using evidence based responses. In addition, students will continue to develop their written responses to text based questions, increasing their use of language and moving gradually away from picture responses. Students will continue their development of informational writing through adding details and organizing them into categories, anticipating questions and adding closure. They will combine information learned through informational sources as well as personal experience to write about a topic. Students will begin to make new words by changing a consonant/vowel in a known word. They will decode simple CVC words and nonsense words. In addition, students will match long vowel sounds and letters. Students will learn about the different jobs that people perform in the neighborhood and the school and how those jobs may be similar or different depending on the context and one’s place the world. They will learn to appreciate the roles that others play in the community. Finally, students will act by taking a role in their classroom and helping with the everyday functioning of the classroom.
What Do Different People Do in My School and in My Neighborhood? How Do We Help One Another? How Do Seeds Change into Plants? What makes up a Habitat?
RI.K.2. With prompting and support, identify the main topic, and retell key details. RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what moment person, place, thing, or idea in the text an illustration depicts). RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text. RI.K.10. Actively engage in group reading activities with purpose and understanding.
RF.K.1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper-‐ and lowercase letters of the alphabet.
RF.K.2. 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, and final sounds (phonemes) in three-‐phoneme (consonant-‐vowel-‐ consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or e, Add or substitute individual sounds (phonemes) in simple, one-‐syllable words to make new words f. Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word g. Demonstrate basic knowledge of letter-‐sound correspondences by producing the primary or most frequent sound for each consonant. h. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. i. Read common high-‐frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). j. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
W.K.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, in collaboration with peers.
SL.K.4. Describe familiar people, places, things, and events and with prompting and support, provide additional detail.
L.K.1. 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).
L.K.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. L.K.4. 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 then 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 the unknown word. L.K.5. 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. L.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
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