Elementary Language Arts

Kindergarten

Unit 5 Module A:

Knowing About Patterns and Structures

Late February - Mid March: 3rd Trimester

Module Overview

Module 5A Scope & Sequence

Enduring Understandings

Readers understand that literary texts can have different structures.

Writers understand that opinion writing expresses an author’s thoughts.

Learners understand that patterns exist both in literary texts and in the natural world.

Essential Questions: "Knows"

How do readers identify literary texts?

How do writers share opinions about books?

Module Goals: "Dos"

Readers will identify different types of literary texts.

Writers will state and support an opinion about a book.

Learners will demonstrate understanding of various patterns in the world around them.

Evidence of Learning: PBA

Opinion Task: Write About My Favorite Book

Children will state an opinion about which story about plants they like better, The Tiny Seed or Jack’s Garden.

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 3

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (CCSS: SL.K.1)*
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: SL.K.2) *
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (CCSS: SL.K.3) *
Use words and phrases acquired through conversations, reading and being read to, and respond to texts. (CCSS: L.K.6) *
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). (CCSS: L.K.5b)
Identify real-life connections between words and their use (for example: note places at school that are colorful). (CCSS: L.K.5c)
Distinguish shades of meaning among verbs describing the same general action (for example: walk, march, strut, prance) by acting out the meanings. (CCSS: L.K.5d)
Use new vocabulary that is directly taught through reading, speaking, and listening. *
Relate new vocabulary to prior knowledge. *

Standard 2: Reading for All Purposes

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcomes:

Recognize common types of texts (for example: storybooks, poems).(CCSS: RL.K.5) *

Supporting Evidence Outcomes:

With prompting and support, ask and answer questions about key details in a text. (CCSS: RL.K.1) *
With prompting and support, retell familiar stories, including key details. (CCSS:RL.K.2)
With prompting and support, identify characters, settings, and major events in a story. (CCSS: RL.K.3) *
Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (CCSS: RL.K.6)
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:

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (adapted from CCSS: RF.K.2d) *
Read common high-frequency words by sight (for example: the, of, to, you, she, my, is, are, do, does). *(CCSS: RF.K.3c)
Read emergent-reader text with purpose and understanding

Use the most frequently occurring inflections and affixes (for example: -ed,-s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. (CCSS: L.K.4b) *

Standard 3: Writing & Composition

Evidence outcomes in bold are those that are expected to be mastered in trimester 3

Prioritized Evidence Outcome:

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (for example: My favorite book is...). (CCSS: W.K.1)

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:

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.(CCSS: L.K.1)
Form regular plural nouns orally by adding /s/ or /es/ (for example:dog, dogs; wish, wishes).(CCSS: L.K.1c)
Understand and use question words (interrogatives) (for example:who, what, where, when, why, how).(CCSS: L.K.1d)
Use the most frequently occurring prepositions (for example: to, from, in, out, on, off, for, of, by, with).(CCSS: L.K.1e)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(CCSS: L.K.2)

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.