Elementary Language Arts

Kindergarten

Unit 3 Module A: Predicting Change

Late November - Mid December: 2nd Trimester

Module Overview

Module 3A Scope & Sequence

Enduring Understandings

Readers understand that characters in literary texts have different experiences and reactions.

Writers understand that stories include characters’ reactions to events.

Learners understand that we can use observations to predict changes.

Essential Questions: "Knows"

How do readers identify character experiences and reactions?

How do writers use characters’ reactions to events to tell a story?

Module Goals: "Dos"

Readers will retell stories focusing on character experiences and reactions.

Writers will create a simple narrative and include a character’s reaction to an event.

Learners will use observations to predict changes.

Evidence of Learning: PBA

Narrative Task: Create a Story

Children will write a story about the main character in Come On, Rain! and what she might do in a snow storm.

Standards Addressed

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Standard 1: Oral Expression & Listening

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Follow agreed-upon rules for discussions (for example: listening to others and taking turns speaking about the topics and texts under discussion). (CCSS: SL.K.1a)
Listen with comprehension to follow two-step directions.
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (CCSS: SL.K.4)
Sort common objects into categories (for example: shapes, foods) to gain a sense of the concepts the categories represent. (CCSS: L.K.5a)

Standard 2: Reading for All Purposes

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcomes:

With prompting and support, identify characters, settings, and major events in a story. (CCSS: RL.K.3) *

Supporting Evidence Outcomes:

With prompting and support, retell familiar stories, including key details. (CCSS: RL.K.2)
Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)
With prompting and support, describe the relationship between illustrations and the story in which they appear (for example: what moment in a story an illustration depicts). (CCSS: RL.K.7)
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (CCSS: RL.K.9)
Actively engage in group reading activities with purpose and understanding. (CCSS: RL.K.10)

Foundational Skills:

Recognize that spoken words are represented in written language by specific sequences of letters. (CCSS: RF.K.1b) *
Understand that words are separated by spaces in print (concept of word). (CCSS: RF.K.1c) *
Recognize and name all upper - and lower case letters of the alphabet. (CCSS: RF.K.1d)*
Count, pronounce, blend, and segment syllables in spoken words. (CCSS: RF.K.2b) *
Blend and segment the onset and rime of single - syllable spoken words.(adapted from CCSS: RF.K.2c) *
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (CCSS: RF.K.2e) *
Read text consisting of short sentences comprised of learned sight words and consonant-vowel-consonant (CVC) words. *
Identify phonemes for letters. *
Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (adapted from CCSS: RF.K.3a) *
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) *
Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (CCSS: RF.K.3d)
Identify new meanings for familiar words and apply them accurately (for example: knowing duck is a bird and learning the verb to duck). (CCSS:L.K.4a) *
Identify and produce groups of words that begin with the same sound (alliteration). *
Identify the initial, medial, and final phoneme (speech sound) of spoken words. *

Standard 3: Writing & Composition

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcome:

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS: W.K.3)

Supporting Evidence Outcomes:

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (CCSS: W.K.5)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers (CCSS: W.K.6)

Grammar & Conventions:

Use frequently occurring nouns and verbs. (CCSS: L.K.1b)
Produce and expand complete sentences in shared language activities.(CCSS: L.K.1f)
Capitalize the first word in a sentence and the pronoun I.(CCSS: L.K.2a)
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.(CCSS: L.K.2d)

Assessments

Assessments listed below reflect a balance of both formative and summative options, providing teachers and students with information relative to mastery of module and unit goals in reading and writing.