Kinder/Unit 1/We Are Special

Subject ELA

Length 3 Weeks (Begin 2nd full week of school)

Essential Comprehension:
Questions How can we get along with new friends?
How do baby animals move?
How can your senses help you learn?

Standards CCSS.ELA-LITERACY.RF.K.3.A
Addressed Demonstrate basic knowledge of one-to-one letter-sound correspondences
(written out) by producing the primary sound or many of the most frequent sounds for each
consonant.

CCSS.ELA-LITERACY.SL.K.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.

CCSS.ELA-LITERACY.RF.K.3.C
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is,
are, do, does).

CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).

Assessment

Standard Unit Assessment Item(s) Assessment Question Examples

(assessment and question #s)

CCSS.ELA- Aa, Ss, Dd, Mm Look at the letter m. What sound does
LITERACY.RF.K.3. Tt, Nn, Ii, Hh it make? Now listen to the names of
A Cc, Oo, Gg, the pictures: nap, mouse, coin. Circle
the picture whose name begins with
the /m/ sound.
CCSS.ELA- Comprehension You are going to hear a story. After I
LITERACY.SL.K.2 read the story, I will ask you some
questions. Listen carefully. We will
begin now.

I will read a question. Listen to the

question as I read it aloud: Where does
this story take place? Look at the three
pictures in the row. Choose the picture
that shows the answer to the question
and draw a circle around it. What is
the answer?

Point to the row of pictures where you

see the apple. Look at the pictures.
How does Joey start to make his
sandwich? Draw a circle around the
picture that shows what Joey does first

CCSS.ELA- Sight words Ex: Point to the row where you see the
LITERACY.RF.K.3. I, can, the tree. Look at the words. Find the word
C we. We are best friends. Draw a circle
). around the word we

CCSS.ELA- Phonological Awareness Ex:

LITERACY.RF.K.2 I will say two words: bat, pan. What is
the same middle sound you hear in
both words? Now listen to these
answer choices: pin, net, cab. Draw a
circle around the picture whose name
has the same middle sound as bat and
pan.

Daily Objectives

Day Objective Text(s) Standard(s) Met

(page, paragraph,
passage: think Close
Reading)
1 Phonics: Senses at the Seashore CCSS.ELA-
SWBAT identify and produce /a/ (big book), retell cards, LITERACY.RF.K.3.A
letter cards RI.K.1, RI.K.7, RF. K.2
Comprehension:
With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT, describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

2 Phonics: Senses at the Seashore CCSS.ELA-

SWBAT identify and produce /s/ (big book), retell cards, LITERACY.RF.K.3.A
letter cards RF. K.2
Comprehension:
With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT, describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7
3 Phonics: Senses at the Seashore CCSS.ELA-
SWBAT identify and produce /d/ (big book), retell cards, LITERACY.RF.K.3.A
letter cards RF. K.2
Comprehension:
With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT, describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

4 Phonics: Senses at the Seashore CCSS.ELA-

SWBAT identify and produce /m/ (big book), retell cards, LITERACY.RF.K.3.A
letter cards RF. K.2
Comprehension:
With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT, describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

5 Phonics: Senses at the Seashore CCSS.ELA-

SWBAT identify and produce /a/, (big book), retell cards, LITERACY.RF.K.3.A
/s/, /d/, /m/ letter cards RF. K.2

Comprehension:
 With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT, describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

6 Phonics: Pouch (big book), retell CCSS.ELA-

SWBAT identify and produce /t/ cards, letter cards LITERACY.RF.K.3.A
RL.K.6, RL.K.10.a,
Comprehension: RL.K.10.b
RF. K.2
With prompting and support,
SWBAT name the author and
illustrator of a story and define
the role of each in telling the
story. RL.K.6

SWBAT actively engage in group

reading activities with purpose
and understanding. RL.K.10

7 Phonics: Pouch (big book), retell CCSS.ELA-

SWBAT identify and produce /n/ cards, letter cards LITERACY.RF.K.3.A
RL.K.6, RL.K.10.a,
RL.K.10.b
Comprehension: RF. K.2
With prompting and support,
SWBAT name the author and
illustrator of a story and define
 the role of each in telling the
story. RL.K.6

SWBAT actively engage in group

reading activities with purpose
and understanding. RL.K.10

8 Phonics: Pouch (big book), retell CCSS.ELA-

SWBAT identify and produce /i/ cards, letter cards LITERACY.RF.K.3.A
Comprehension: RL.K.6, RL.K.10.a,
RL.K.10.b
With prompting and support, RF. K.2
SWBAT name the author and
illustrator of a story and define
the role of each in telling the
story. RL.K.6

SWBAT actively engage in group

reading activities with purpose
and understanding. RL.K.10

9 Phonics: Pouch (big book), retell CCSS.ELA-

SWBAT identify and produce /h/ cards, letter cards LITERACY.RF.K.3.A
RL.K.6, RL.K.10.a,
Comprehension: RL.K.10.bRF. K.2
With prompting and support,
SWBAT name the author and
illustrator of a story and define
the role of each in telling the
story. RL.K.6

SWBAT actively engage in group

reading activities with purpose
and understanding. RL.K.10

10 Phonics: Pouch (big book), retell CCSS.ELA-

SWBAT identify and produce /c/ cards, letter cards LITERACY.RF.K.3.A
 RL.K.6, RL.K.10.a,
Comprehension: RL.K.10.b
RF. K.2
With prompting and support,
SWBAT name the author and
illustrator of a story and define
the role of each in telling the
story. RL.K.6

SWBAT actively engage in group

reading activities with purpose
and understanding. RL.K.10

11 Phonics: sight words added to CCSS.ELA-

SWBAT identify and produce /o/ word wall, Senses at the LITERACY.RF.K.3.A
SWBAT read the sight words: I, Seashore (big book), CCSS.ELA-
can, the letter cards, retell cards LITERACY.RF.K.3.C
RI.K.1, RI.K.7
Comprehension: RF. K.2
With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

12 Phonics: sight words added to CCSS.ELA-

SWBAT identify and produce /g/ word wall, Senses at the LITERACY.RF.K.3.A
SWBAT read the sight words: I, Seashore (big book), CCSS.ELA-
can, the letter cards, retell cards LITERACY.RF.K.3.C
RI.K.1, RI.K.7
Comprehension: RF. K.2
 With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

13 Phonics: sight words added to CCSS.ELA-

SWBAT identify and produce /p/ word wall, Senses at the LITERACY.RF.K.3.A
SWBAT read the sight words: I, Seashore (big book), CCSS.ELA-
can, the letter cards, retell cards LITERACY.RF.K.3.C
RI.K.1, RI.K.7
Comprehension: RF. K.2
With prompting and support,
SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

14 Phonics: sight words added to CCSS.ELA-

SWBAT identify and produce /f/ word wall, Senses at the LITERACY.RF.K.3.A
SWBAT read the sight words: I, Seashore (big book), CCSS.ELA-
can, the letter cards, retell cards LITERACY.RF.K.3.C
RI.K.1, RI.K.7
Comprehension: RF. K.2
With prompting and support,
 SWBAT answer questions about
key details in the text. RI.K.1

With prompting and support,

SWBAT describe the relationship
between illustrations and the text
in which they appear (e.g. what
person, place, thing, or idea in
the text an illustration depicts).
RI.K.7

15 Unit 1 Assessment (Print from Assessment (printed) CCSS.ELA-

Word) LITERACY.RF.K.3.A
CCSS.ELA-
LITERACY.RF.K.2
RF.K.3C
CCSS.ELA-
LITERACY.SL.K.2

Mini Lessons

1. Readers have time to practice reading everyday . You get to read on your own and
in conferences with me (general).
2 Readers sit with quiet, calm bodies when reading their books. (general/book
orientation)
3. Readers use whisper voices (whisper voice)
4. Readers handle books carefully

5. Readers show respect during reading conferences

6 Readers use the pictures to tell their stories. (telling what happens/looking at pictures)
7 Readers use whisper voices when they read a book.

8 Readers take care of their books

9 When readers choose a book they think to themselves, Is this book familiar to me?

10 When readers choose a book they notice if the book is not familiar and they use the
cover to think what the book might be about.

11 Readers use the cover to help them decide if a book will interest them (looking at
cover)
Readers re-read conference books 3 times each before choosing a new book.
 12- likely Readers tell what happens on every page (turning pages/telling what happens)
repeat
As repeated, focus on taking time and paying close attention.
13 When readers read their book it sounds like a story (telling what happens)
Readers use words that they remember from their star (heart, emergent) books when
reading their star (heart, emergent) books.
14 Readers say and then when they turn a page.
Readers re-read books.
15 Readers make their voices match the voices of the characters and still use a whisper
voice!

Reading Power Hour

1 Read to Self- Building Stamina

2 Read to Self- Building Stamina

3 Read to Self- Building Stamina

4 Read to Self- Building Stamina

5 Read to Self- Building Stamina

6 Vocabulary/Word Work & Read to Self

7 Vocabulary/Word Work & Read to Self

8 Vocabulary/Word Work & Read to Self

9 Work on Writing, Vocabulary/Word Work, & Read to Self

10 Work on Writing, Vocabulary/Word Work, & Read to Self

11 Work on Writing, Vocabulary/Word Work, & Read to Self

12 Lexia (Computer), Work on Writing, Vocabulary/Word Work, & Read to Self

13 Lexia (Computer), Work on Writing, Vocabulary/Word Work, & Read to Self

14 Lexia (Computer), Work on Writing, Vocabulary/Word Work, & Read to Self

15 Lexia (Computer), Work on Writing, Vocabulary/Word Work, & Read to Self