What is the theme, What is the timeframe What key standards What are the essential What are

ntial What are important

topic, or anchor text of this unit? are you going to ad- questions to be an- standards, skills or
of this unit? dress during this unit? swered for enduring IEP goals that need to
understanding in this be in place for your
unit? students to demon-
strate learning of the
standards for this
unit?
Unit 1 I’m In School 8.31-9.25 ● Reading Standards What makes you spe- -Children will under-
for Literature (RL): 1, cial? stand and follow
2, 7 and 10 classroom routines
○ RL.K.1 With prompt- Why are we in and rules, and know
ing and support, ask school? what to do during
and answer questions transitions.
about key details in a Can we identify your 5 -Children demonstrate
text. senses? a sense of self within
○ RL.K.2 With prompt- the context of family.
ing and support, retell (II) 6.1.2: Children will
familiar stories, includ- identify family mem-
ing key details. bers and recognize
○ RL.K.7 With prompt- that families vary. (I/II)
ing and support, de- -Children will recog-
scribe the relationship nize the roles within
between illustrations the home. (I)
and -Children will know
the story in which they and follow the estab-
appear (e.g., what lished routines of the
moment in a story an day. (I)
illustration depicts). -Children will demon-
○ RL.K.10 Actively en- strate an understand-
gage in group reading ing of the rules and
activities with purpose the purposes they
and understanding. serve. (II)
● Speaking and Lis- -Children will under-
tening Standards stand and follow
(SL): 1 classroom routines
○ SL.K.1 Participate in and rules, and know
collaborative conver- what to do during
sations with diverse transitions. (II/III)
partners about 1.2.1: Children will fol-
kindergarten topics low through on a plan
and texts with peers made by self or oth-
and adults in small ers. (III)
and larger groups. 1.5: Children demon-
a. Followagreed-up- strate self- direction
onrulesfordiscus- and independence.
(II)
sions(e.g.,listen- 1.2: Children engage
ingtoothersandtaking- in and complete tasks.
turns (I)
speaking about the
topics and texts under
discussion). b. Contin-
ueaconversa-
tionthroughmulti-
pleexchanges.
● Language Stand-
ards (L) 5 and 6
○ L.K.5 With guidance
and support from
adults, explore word
relationships and nu-
ances in
word meanings.
○ L.K.6 Use words
and phrases acquired
through conversa-
tions, reading and be-
ing read
to, and responding to
texts.
Unit 2 Fall with Friends 9.28-10.30 ● Reading Standards How do we know the -Children will identify
for Literature (RL): 1, whether is changing? words that rhyme in
2, 7 and 10 songs, nursery
○ RI.K.1 With prompt- How is it different from rhymes, poems, and
ing and support, ask when we weren't in stories. (I)
and answer questions school? -Children will produce
about key details in a (make up) rhymes. (V)
text. How are the seasons -Children will discrimi-
○ RI.K.2 With prompt- different? nate sounds as being
ing and support, iden- the same or different.
tify the main topic and What are activities we (II)
retell key details of a can do in the fall/au- -Children will observe
text. tumn? and use appropriate
○ RI.K.7 With prompt- ways of interacting in
ing and support, de- a group: Take turns in
scribe the relationship talking, listening to
between illustrations peers,
and waiting until someone
the text in which they is finished; asking
appear (e.g., what questions and waiting
person, place, thing, for an answer; gaining
or idea in the text an the floor in appropri-
illustration depicts). ate ways. (III)*
○ RL.K.10 Actively en- -Children will use
gage in group reading adults as resources to
activities with purpose answer questions,
and understanding. clarify information,
● Speaking and Lis- and demonstrate
tening Standards tasks. (III)
(SL): 1 -Children ask ques-
○ SL.K.1 Participate in tions for a variety of
collaborative conver- purposes and answer
sations with diverse questions of peers
partners about and adults. (II/III)
kindergarten topics 3.I.3.1: Children will
and texts with peers ask questions to get
and adults in small information, ask for
and larger groups. help, and clarify
a. Followagreed-up- something that is not
onrulesfordiscus- understood. (II)
sions(e.g.,listen- 3.I.3.2: Children will
ingtoothersandtaking- answer questions with
turns increasing detail. (III)
speaking about the 3.I.4.1: Children will
topics and texts under use words to describe
discussion). b. Contin- concrete objects, ac-
ueaconversa- tions, and feelings. (V)
tionthroughmulti- 3.II.2.2: Children will
pleexchanges. hold books right side
● Language Stand- up and know that
ards (L) 5 and 6 books are read from
○ L.K.5 With guidance front to back, top to
and support from bottom. (III) 3.II.2.3:
adults, explore word Children will under-
relationships and nu- stand the concept of
ances in title, author, and illus-
word meanings. trator. (I)
○ L.K.6 Use words
and phrases acquired
through conversa-
tions, reading and be-
ing read
to, and responding to
texts.
Unit Name or Theme Dates or Aproxi- Standards Essential Questions Supporting Standards,
mate Number of Remedial Skills, and/or
Weeks aligned IEP goals
(if applicable)
Unit 3 Families Every- 11.2-11.27 ● Reading Standards What are the dynam- -Children will follow
where for Literature (RL): 1, ics of your family? through on a plan made
2, 7 and 10 by self or others.
○ RL.K.1 With What are some things -Children will recognize
prompting and sup- your family and you and solve problems by
port, ask and answer do to each other? trying one or more strate-
questions about key gies.
details in a text. How is your family -Children will take on pre-
○ RL.K.2 With different that others? tend roles and situations
prompting and sup- for a sustained period of
port, retell familiar How is your family time.
stories, including key the same as others? -Children will use objects
details. to represent real items in
○ RL.K.7 With pretend play.
prompting and sup- -Children will select from
port, describe the re- a variety of choices and
lationship between il- come up with own ideas
lustrations and of how to use the material
the story in which constructively.
they appear (e.g., -Children will work to
what moment in a complete tasks with in-
story an illustration creasing independence. -
depicts). Children will produce
○ RL.K.10 Actively (make-up) rhymes.
engage in group - Children will discrimi-
reading activities with nate sounds as being
purpose and under- the same or different.
standing. - Children will answer
● Reading Standards questions about stories
for Informational Text and other print materi-
(RI): 1, 2, 7 and 10 als.
○ RI.K.1 With prompt- -Children will use pictures
ing and support, ask as clues to the text.
and answer questions 3.II.6.2 Children will retell
about key details in a story events in sequence.
text. 3.III.2.3 Children will
begin to make letter-
sound connections.
○ RI.K.2 With prompt- 4.1.5 Children will recog-
ing and support, iden- nize and name numerals
tify the main topic and up to 10.
retell key details of a 4.1.7 Children will con-
text. struct sets of a given
○ RI.K.7 With prompt- number using concrete
ing and support, de- objects (fingers, coun-
scribe the relationship ters).
between illustrations 4.2.1 Children will sort
and and classify objects by
the text in which they more than one attribute
appear (e.g., what (color, shape, size, num-
person, place, thing, ber, etc.).
or idea in the text an
illustration depicts).
○ RL.K.10 Actively
engage in group
reading activities with
purpose and under-
standing.
Unit 4 WInter Around the 11.30-12.23 ● Reading Standards What are some of the -Children will identify
World for Literature (RL): 1, changes you see go- words that rhyme in
2, 7 and 10 ing on around you? songs, nursery rhymes,
○ RL.K.1 With poems, and stories. (I)
prompting and sup- What are some activi- -Children will produce
port, ask and answer ties you can do in the (make up) rhymes. (V)
questions about key winter? -Children will discriminate
details in a text. sounds as being the
○ RL.K.2 With What type of animals same or different. (II)
prompting and sup- live in a cold climate? -Children will observe and
port, retell familiar use appropriate ways of
stories, including key interacting in a group:
details. Take turns in talking, lis-
○ RL.K.7 With tening to peers,
prompting and sup- waiting until someone is
port, describe the re- finished; asking questions
lationship between il- and waiting for an an-
lustrations and swer; gaining the floor in
the story in which appropriate ways. (III)*
they appear (e.g., - Children will use adults
what moment in a as resources to answer
story an illustration questions, clarify infor-
depicts). mation, and demonstrate
○ RL.K.10 Actively tasks. (
engage in group
reading activities with
purpose and under-
standing.
● Speaking and Lis-
tening Standards
(SL): 1
Unit 5 Healthy Habits, 1.4-1.29 ● Reading Standards Its a new year. What · Form regular plural
Healthy Minds for Literature (RL): 1, kind of things do you nouns by adding /s/ or
2, 7 and 10 want to change for /es/
○ RI.K.1 With prompt- the better for your- · Speaking in complete
ing and support, ask self? sentences
and answer questions
about key details in a What are some
· Increased vocabulary
text. healthy foods to eat? while interacting with the
○ RI.K.2 With prompt- environment
ing and support, iden- What are some · Understand and use
tify the main topic and healthy practices you question words
retell key details of a can adopt? · Increased use of action
text. verbs
○ RI.K.7 With prompt- · Understand and use fre-
ing and support, de- quently occurring preposi-
scribe the relationship tions
between illustrations · Identification of new
and meanings for familiar
the text in which they words
appear (e.g., what
person, place, thing,
· Accurate use of new
or idea in the text an meanings for words
illustration depicts). · Increased use of de-
○ RL.K.10 Actively scriptive words to com-
engage in group municate ideas
reading activities with · Use of vocabulary spe-
purpose and under- cific to book reading ex-
standing. periences
● Speaking and Lis- · Fluent verbalization of
tening Standards ideas
(SL): 1 · Speaking in large/small
groups and in
Unit 6 Heroes and Helpers 2.1-2.27 ● Reading Standards Who are some im- · Use of vocabulary spe-
for Literature (RL): 1, portant people in cific to book reading ex-
2, 7 and 10 your community? periences
○ RI.K.1 With prompt- · Description of familiar
ing and support, ask What do you want to places, things, and events
and answer questions be when you grow
about key details in a up?
· Logical self expression
text. (explains things and can
○ RI.K.2 With prompt- be understood)
ing and support, iden- · Increased vocabulary
tify the main topic and while interacting with the
retell key details of a environment
text. · Understand and use
○ RI.K.7 With prompt- question words
ing and support, de- · Increased use of action
scribe the relationship verbs
between illustrations · Understand and use fre-
and quently occurring preposi-
the text in which they tions
appear (e.g., what
person, place, thing,
· Identification of new
or idea in the text an meanings for familiar
illustration depicts). words
○ RL.K.10 Actively · Accurate use of new
engage in group meanings for words
reading activities with · Increased use of de-
purpose and under- scriptive words to com-
standing. municate ideas
Unit Name or Theme Dates or Aproximate Standards Essential Questions Supporting Stand-
Number of Weeks ards, Remedial
Skills, and/or aligned
IEP goals
(if applicable)
Unit 7 On The Move! 2.29-3.24 ● Reading Standards What are different · participation in group
for Literature (RL): 1, forms of transporta- discussions
2, 7 and 10 tion? · following agreed
○ RI.K.1 With prompt- upon rules in discus-
ing and support, ask What is your favorite sions
and answer questions form of transportation?
about key details in a
· description of familiar
text. When is it appropriate places, things and
○ RI.K.2 With prompt- to use a events
ing and support, iden- car/plane/boat? · understanding ideas
tify the main topic and expressed by others
retell key details of a · logical self expres-
text. sion
○ RI.K.7 With prompt- · use of appropriate
ing and support, de- volume when speak-
scribe the relationship ing
between illustrations · use of frequently oc-
and curring nouns and
the text in which they verbs
appear (e.g., what per-
son, place, thing, or
· form regular plural
idea in the text an nouns by adding /s/ or
illustration depicts). /es/
○ RL.K.10 Actively en- · recitation of short po-
gage in group reading ems from memory
activities with purpose · speaking in complete
and understanding. sentences
● Speaking and Lis- · increased vocabulary
tening Standards (SL): while interacting with
1 environment
adults.
Unit Name or Theme Dates or Aproximate Standards Essential Questions Supporting Stand-
Number of Weeks ards, Remedial
Skills, and/or
aligned IEP goals
(if applicable)
Unit 8 Spring is in the Air! 4.6-5.6 ● Reading Standards What are some · participation in group
for Literature (RL): 1, changes you see in discussions
2, 7 and 10 the weather? · following agreed
○ RI.K.1 With prompt- upon rules in discus-
ing and support, ask What begins to grow sions
and answer questions in the spring?Why?
about key details in a
· description of famil-
text. Why are plants im- iar places, things and
○ RI.K.2 With prompt- portant? events
ing and support, iden- · understanding ideas
tify the main topic and expressed by others
retell key details of a · logical self expres-
text. sion
○ RI.K.7 With prompt- · use of appropriate
ing and support, de- volume when speak-
scribe the relationship ing
between illustrations · use of frequently oc-
and curring nouns and
the text in which they verbs
appear (e.g., what
person, place, thing,
· form regular plural
or idea in the text an nouns by adding /s/ or
illustration depicts). /es/
○ RL.K.10 Actively en- · recitation of short
gage in group reading poems from memory
activities with purpose · speaking in com-
and understanding. plete sentences
○ SL.K.1 Participate in · increased vocabu-
collaborative conver- lary while interacting
sations with dive with environment
adults.
Unit 9 Animals Around Us 5.9-6.3 ddressed: What is a difference · understand and use
● Reading Standards between a mammal frequently occurring
for Literature (RL): 1, and a reptile? prepositions
2, 7 and 10 · accurate use of new
○ RI.K.1 With prompt- What is your favorite meanings for words
ing and support, ask animal?
and answer questions
· increased use of de-
about key details in a What are different scriptive words to
text. habitats animals can communicate ideas
○ RI.K.2 With prompt- live? · use of inflections
ing and support, iden- and affixes to derive
tify the main topic and Why do animals love meaning of unknown
retell key details of a in different habitats? words
text. · use of vocabulary
○ RI.K.7 With prompt- specific to book read-
ing and support, de- ing experiences
scribe the relationship · logical self-expres-
between illustrations sion (explains things
and and can be under-
the text in which they stood)
appear (e.g., what · fluent verbalization
person, place, thing, of ideas
or idea in the text an
illustration depicts).
· grammatical sen-
○ RL.K.10 Actively en- tences
gage in group reading · speaking in large
activities with purpose groups/small groups
and understanding. and formal/informal
○ SL.K.1 Participate in settings
collaborative conver- · accurate recall of
sations with diverse main idea of an oral
partners about activity
kindergarten topics · accurate recall of the
and texts with peers sequence of an oral
and adults in small activity
and larger groups.
a. Followagreed-up-
onrulesfordiscus-
sions(e.g.,listen-
ingtoothersandtaking-
turns
speaking about the
topics and texts under
discussion). b. Contin-
ueaconversa-
tionthroughmulti-
pleexchanges.
Unit 10 School’s Out For 6.6-6.13 ● Reading Standards What are you plans · participation in group
The Summer for Literature (RL): 1, for the summer? discussions
2, 7 and 10 · following agreed
○ RI.K.1 With prompt- What do you want to upon rules in discus-
ing and support, ask learn in the first sions
and answer questions grade?
about key details in a
· description of famil-
text. iar places, things and
○ RI.K.2 With prompt- events
ing and support, iden- · understanding ideas
tify the main topic and expressed by others
retell key details of a · logical self expres-
text. sion
○ RI.K.7 With prompt- · use of appropriate
ing and support, de- volume when speak-
scribe the relationship ing
between illustrations · use of frequently oc-
and curring nouns and
the text in which they verbs
appear (e.g., what
person, place, thing,
· form regular plural
or idea in the text an nouns by adding /s/ or
illustration depicts). /es/
○ RL.K.10 Actively en- · recitation of short
gage in group reading poems from memory
activities with purpose · speaking in com-
and understanding. plete sentences
○ SL.K.1 Participate in · increased vocabu-
collaborative conver- lary while interacting
sations with dive with environment
adults.