Kindergarten+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** || N/A ||  ||   ||   ||   ||   || N/A ||  ||   ||   ||   ||   || organize, sequence, and produce through shared guided reading and writing activities. || * songs __The Mitten, If You Mouse Give a Cookie, Brown Bear, Brown Bear, The Very Hungry Caterpilliar, The Jacket I Wear in the Snow, We Are Going On A Bear Hunt.__ || Assessments will consist of.....
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments ** Diagnostic (D)
 * **Determine Author’s Point of View** ||  || Author's Point of View
 * **Determine Author’s Purpose** ||  || Author's Purpose
 * **Follow a Sequence of Instructions** || Short Stories || Follow a Sequence of Instructions || Plan,
 * sequencing cards
 * interactive read alouds
 * authentic literature
 * [|Sequencing Cards] || The students will practice the skill using....
 * following directions to make a peanutbutter sandwich
 * get ready to go outside.go home. What do you do first?
 * follow 2 and 3 step directions
 * retelling actual events throught out the day

Folktales || Infer || Interpret, explain, and respond through the teacher's model. || The teacher will model prediction making using picture walks through age apprpriate literature. || Discussions Poetry Fairy Tale Folktales Realistic Fiction Science Fiction/Fantasy Historical Fiction Myths/ & Legends || Character || *Describe the main character, telling what they are like and how they know it.
 * questioning
 * teacher observations
 * anecdotal notes
 * sequencing cards
 * graphic organizers ||  ||
 * **Identify Features of Electronic Text** ||  || Electronic Text Features ||   ||   ||   ||   ||   ||
 * **Infer - R** || Fairy Tales
 * elicit responses || Assessments will include:
 * teacher observations
 * teacher conversations
 * anecdotal notes ||  ||
 * **Interpret Character from Dialogue, Actions, Thoughts** || Short Stories
 * Predict character's actions based on evidence from the text.
 * Compare character to self or someone they know and tell why. || The teacher will define characters and their role in the story.

The teacher will use puppets to model the help the characters come alive. (The Grouchy Ladybug byEric Carle) || The students will.....

have their their own opportunity to role play and become that character. The students will have access to play centers, dress up center and kitchen which enables them to role play. || The assessments will include...

teacher observation The students will draw, speak or write about their favorite character. ||  || explain, and respond to the teacher's model. || The teacher will introduce various charts and graphs and will model how to interpret/read. || The students will.....
 * **Interpret Data, Charts, Graphs** || Non-fiction || Data, Charts, Graphs || Interpret,

have the opportunity to read, interpret and discuss information found in charts/graphs || The assessment will include:

teacher observation, questioning, anecdotal records and oral response. ||  || Realistic Fiction Historical -Fiction Science- Fiction/Fantasy || Graphic Organizers || Interpret, explain, respond, and produce various graphic organizers with teacher assistance. || The teacher will introduce and model how to use and interpret various graphic organizers.
 * **Interpret Graphic Organizers** || Literary- Nonfiction

[|Graphic organizers] || The students will.....

have hands-on interteraction with teacher assistance in creating and interpreting various graphic organizers.


 * Venn diagram
 * T-chart
 * KWL
 * word web
 * Story map || The assessment will include:

teacher observation, questioning, anecdotal records and oral/written response. ||  || Folktales Mystery Realistic Fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography Myths & Legends || Literary Devices || Identify, and respond orally to the teacher by answering the"WH"questions related to the text. || The teacher will introduce the meaning of plot, character, setting and theme of a story. || The students will.....
 * **Interpret Literary Devices** || Fairy Tales

be able to identify plot, character, setting and theme of a story using:
 * puppets
 * illustration/picture cards
 * creative play centers || The assessment will include:

teacher observation, questioning, anecdotal records and oral response. ||  ||
 * **Interpret Poetry** || Poetry || Poetry || Introduce,interpret,and respond to various types of poems. || The teacher will introduce various forms of poetry through nursey rhymes, fingerplays, song, rhythm and rhyme.

[|Poetry] [|Literacy- ABC's and Rhymes] || The students will..... recognize and produce rhythm and rhyme by engaging in nursery rhymes, fingerplays and songs || The assessment will include:

teacher observation, questioning, anecdotal records and oral response ||  || Folktales Mystery Realistic Fiction Poetry Short Stories ScienceFiction/Fantasy Historical Fiction Biography/Autobiography Myths/Legends Non-fiction Litrary Nonfiction || Vocabulary || Find and explain the text using various models. || The teacher will model how to search for/interpret information within a text by using picture clues and rereading. || The students will..... intrepret vocabulary using reading strategies modeled by the teacher. In additon students will have access to:
 * **Interpret Vocabulary** || Fairy Tales
 * feltboards
 * story pieces
 * puppets
 * picture cards || The assessment will include:

teacher observation, questioning, anecdotal records and oral response. ||  || Folktales Mystry Realistic fiction Poetry Short Stories Science Fiction/Fantasy Historical Fiction Biography/Autobiography Myths/Legends Non-fiction Literary Non-fiction || Stated Information || Find and articulate information through various forms of litrature. || The teacher will model how to find information desired, ie. "Can you find a word you know?", Can you find a word that starts with...?", through various forms of literature-stories, poems.... || The students will..... locate information desired with teacher guidance using:
 * **Locate Stated Information** || Fairy Tales


 * Pointers
 * highlighters
 * word windows
 * clear chips to be placed over the information || The assessment will include:

teacher observation, questions, anecdotal records and oral response. ||  || recall fact and detail by:
 * **Recall Fact and Detail** || Short stories, poetry, etc. || Fact and Detail || *Name details they remember from a story. || The teacher will use questioning techniques to elicit responses of fact and details in shared reading, read alouds, guided reading and song. || The students will.....


 * writing/illustrating
 * retelling
 * sequence cards
 * picture cards
 * puppets || The assessment will include:

teacher observations, questioning, anecdotal records and oral/written response. ||  || etc. || Cause and Effect || *Tell why something happened.
 * **Recognize Cause and Effect** || Short stories, poetry,
 * Tell the result of what happened. || The teacher will model scenerios depicting cause and effect using real life situations as well as examples in literature. || The students will.....

show recognition of cause and effect situations by:
 * role playing-reenacting life situations
 * picture cards || The assessment will include:

teacher observations, questioning, anecdotal records, and oral response. ||  || poetry, etc. || Different Levels of Meaning || Orally respond to teacher questions related to the literature presented. || The teacher will elicit student responses to various literature regarding meaning of a passage or excerpt. Teacher will activate prior knowledge by recalling previous situations that may relate to the literature presented. || The students will....
 * ** Recognize Different Levels of Meaning in Text ** || Short stories,

recall previous situations and will show and tell understanding by:


 * role playing
 * picture cards
 * oral response || The assessment will include:

teacher observations, questioning, anecdotal records, and oral response to specific questioning of the story/passage ||  ||
 * **Set a Purpose for Reading** || Short stories, poetry, etc. || Purpose for Reading || Understand and explain through oral and written responses. || The teacher will set a purpose for reading various types of literature by:


 * verabally prompting students what to listen for.
 * preping with a morning message
 * KWL
 * brainstorming/listing || The student will show understanding by responding to:


 * teacher questioning
 * writing/illustrating
 * picture cards || The assessment will include:

teacher observations, questioning, anecdotal records, and oral/written response. ||  || I see real photograhs?
 * **Understand Text as a Whole** || Short stories, poetry, etc. || Comprehension || Explain and respond to various types of literature using oral or written responses. || The teacher will model...
 * think alouds Ex. This story is telling me information?
 * use books related to the same theme, but different genres and compare using a T-chart. Commotion in the Ocean vs. Rainbow Fish. || The students will practice


 * answering questions
 * non-fiction I learned_
 * fiction- What cannot happen? Is the author telling a story?
 * poetry- How did the poem make you feel?
 * respond through writing or drawings || The students will be assessed

I see real photograhs?
 * responding to questions using thumbs up or thumbs down
 * Anecdotal notes
 * circle a picture that is real or make believe ||  ||
 * **Understand Text Structures** || Short stories, poetry. etc. || Text Structures || Describe,explain,critique and respond to various types of literature using oral or written responses. || The teacher will model...
 * think alouds Ex. This story is telling me information?
 * use books related to the same theme, but different genres and compare using a T-chart. Commotion in the Ocean vs. Rainbow Fish. || The students will practice


 * answering questions
 * non-fiction I learned_
 * fiction- What cannot happen? Is the author telling a story?
 * poetry- How did the poem make you feel?
 * respond through writing or drawings
 * identify favorite part or parts of the text
 * || The students will be assessed

N/A ||  ||   ||   ||   ||   || oral and written language in response to literature. || The teacher will model using
 * responding to questions using thumbs up or thumbs down
 * Anecdotal notes
 * circle a picture that is real or make believe ||  ||
 * **Construct a Thesis and Support with Fact** ||  || Thesis
 * **Construct Fluent Sentences** || Short stories, poetry, etc. || Sentence Fluency || Construct, plan, sequence, manipulate


 * authentic literature and identifying interesting vocabulary.
 * interactive writing. TTW model writing a story. The students will help the teacher compose fluid sentences through interactive writing. || The students will practice.....


 * orally compose a sentence to create a classbook
 * the teacher will chart the student's sentence on chart paper.
 * cut up their sentence and put it back together, word by word or phrase by phrase, depending on their ability level
 * journal write using teacher examples( with empahasis on proper spacing, punctuationand varied sentence length). || The students will be assessed


 * their ability to complete their cut up sentence
 * their ability to orally recite a sentence.
 * by the quality of their independent entires ||  ||
 * **Critique** || Short stories, poetry, etc. || Critique || Identify and respond to the teacher by answering the "WH" questions through oral and written language. || The teacher will ask students to compare and contrast using authentic literature read alouds.

The teacher will ask "W" questions: "What do you think?", "Why do you think that?", "What is your favorite part?" || The students will...


 * write/illustrate their critiques
 * use a readers response log || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || Develop a KWL chart with the whole group. || The students will....
 * **Establish Consistent Point of View in Writing** || N/A || N/A ||  ||   ||   ||   ||   ||
 * **Generate Ideas/Brainstorm** || Short stories, poetry, non-fiction, informational texts, etc. || Generate Ideas/Brainstorm || Generate information through oral and written responses. || The teacher will elicit responses and participation when generating ideas during brainstorming.


 * illustrate/write ideas
 * participate by creating lists, ie-words that start with the letter... || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || informational text, poetry etc. || Word Choice || Select and generate a variety of words. || The teacher will model during shared writing the use of effective word choices by using adjectives/details which will elicit a vivid picture in the students/readers mind. || The students will.....
 * **Make Effective Word Choices** || Short stories, non fiction,

discuss a piece of shared writing with teacher guidance and will add descriptive words/illustrations to enrich the piece.


 * illustrate a pre-/post- edited writing experience to show the effective word choice.
 * identify the difference between an action word and a descriptive word || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || Teacher will model use of venn diagrams, T-charts, word webs. || The students will....
 * **Note-taking** || short stories, non fiction, inforamtional text,etc. || Note-taking || Identify,illustrate, and label important information from text. || The teacher will elicit responses and participation when generating ideas during brainstorming.


 * illustrate/write ideas
 * participate by creating lists, ie-words that start with the letter...
 * participate in the creation of venn diagrams, T-charts and word webs || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || produce organized sentences by: * using word/punctuation cards
 * **Organize Writing** || short stories, non fiction, informational text, poetry etc. || Organization || Participate in composing and constructing a whole group writing piece(fiction, non-fiction). || The teacher will model proper sentence structure which will include fluency and emphasize the beginnning, middle and end of the written piece. || The students will....
 * writing
 * using magnetic words
 * staying on topic
 * participate in the creation of a class book || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || recall fact and detail by:
 * **Recall Fact and Detail From Oral Text** || short stories, non fiction, inofrmational text, poetry, etc. || Fact and Detail from Oral Text || Identify,locate,sumarrize information including character plot main idea, problem, solution || The teacher will use questioning techniques to elicit responses of fact and details in shared reading, read alouds, guided reading and song. || The students will.....


 * writing/illustrating
 * retelling
 * sequence cards
 * picture cards
 * puppets
 * with an oral response || The assessment will include:

teacher observations, questioning, anecdotal records, oral/ written response to specific questions/labeling illustrations. ||  || recall previous situations and will show and tell understanding by:
 * **Recognize Different Levels of Meaning in Oral Text** || short stories, poetry, folk tales, fariy tales,fantasy,myths, legends, realistic fiction || Different Levels of Meaning in Oral Text || Infer, predict, interpret what the authors point of view. || The teacher will elicit student responses to various literature regarding meaning of a passage or excerpt. Teacher will activate prior knowledge by recalling previous situations that may relate to the literature presented. || The students will....
 * role playing
 * picture cards
 * oral/written response
 * participating in class discussions || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  ||
 * **Set Purpose for Listening** || short stories, non fiction, informational text, fairy tales, realistic fiction, myths and legends || Purpose for Listening || Respond to literature being shared || The teacher will set a purpose for listening to various types of literature by: * verabally prompting students what to listen for
 * KWL
 * brainstorming/listing || The student will show understanding by responding to:
 * teacher questioning
 * writing/illustrating
 * picture cards || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || Sentence structure Punctuation || construct and organize complete senteces practice correct usage of conventions by:
 * **Use Conventions of English Language** || short stories, non fiction, informational text, fairy tales, realistic fiction, myths and legends || Spelling
 * using spacing
 * punctuation
 * proper use of capital letters || The teacher will model correct conventions of writing within whole group writing experiences and morning message. || The students will....
 * editing morning/guided writing experiences
 * journal writing through self assessment/ teacher guidance. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || Word choice || develop expressive writers voice || The teacher will model effective writier's voice through shared writing experiences, read alouds and guided reading/writing. || The students will.....
 * **Using Effective Writer’s Voice** || short stories, fairy tales, realistic fiction, myths, legends, poetry, folk tales || Voice
 * practice using effective writer's voice by illustrating/writing
 * orally reading their written work or other literary pieces using expressive/appropriate language/voice.
 * written response to a given character or style in the story || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || with teacher/s assistance and or in whole group || The teacher will introduce and use graphic organizers to model strategies to organize thoughts prior to writing. || The students will.... participate in identifying the relavent information needed to write a well written piece.
 * **Use Graphic Organizers** || short stories, non fiction, informational text, etc. || Graphic Organizers || create illustrate revelent information in word web, T-chart, venn diagram

complete their own graphic organizer prior to writing. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || folk tales, myths, legends, informational text, non -fiction text, poetry || Vocabulary || create, compose, brainstorm a list vocabualry appropriate for written response || The teacher will model...
 * **Use Sophisticated Vocabulary** || short stories, fariy tales,
 * using a picture dictionary to find words
 * define adjective/details
 * developing a sentence using sophisticated vocabulary
 * The teacher will bring in an object and model descibing the object before showing the students. The students will guess the object.
 * use literary text to expand student vocabulary || The students will practice....
 * writing a sentence uisng descriptive words
 * draw a descriptive picture
 * participate in Guess and Share. The students will bring in a secret object. The students will use descriptive word clues. The other students will guess what the object is. || The assessment will include:

teacher observations, questioning, anecdotal records, oral response. a descriptive writing piece produce a descriptive illustration orally use an adjective orally define an adjective ||  || use various graphic organizers to show understanding of comparing and contrasting as well as:
 * **Compare and Contrast** || short stories, fairy tales, non fiction, informational text. fairy tales, myths, legends, folk tales || Compare and Contrast || *Identify qualities that are similar or the same.
 * Identify qualities that are different. || The teacher will use various graphic organizers to drive instruction and elicit responses to differences among pieces of select literature.
 * The Little Red Hen vs. The Little Red Hen Makes a Pizza
 * The Gingerbread Boy vs. The Gingerbread Baby
 * compare two different stories || The students will.....
 * use picture cards
 * illustrate/write to show differences/similarities
 * use sorting activities geared toward literature/writing piece presented. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  ||
 * **Determine Importance** || short stories, non fiction, fairy tales, informational text, folk tales, || Details || apply knowledge and skills to identify the authors purpose and relevent facts || The teacher will set a purpose for listening/writing and will guide students to extrapolate/include information relavent to posed questions. Various graphic organizers to aid in determining importance will be used. || The students will.....
 * use story mapping/various graphic organizers to determine importance within literature/writing pieces to also include students own personal pieces with teacher guidance. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  ||
 * **Determine Theme** || short stories, poetry, folk tales, fairy tales, || Theme || extract and infer meaning from the shared the text || The teacher will use questioning/listening techniques to elicit responses and prepare students to derive meaning from literature. || The student will participate in discussions regarding meaning of the text which will include: * use sorting activities geared toward literature/writing piece presented.
 * oral/written response || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  || N/A ||   ||   ||   ||   ||   || N/A ||  ||   ||   ||   ||   ||
 * **Distinguish between Fact and Opinion** ||  || Story or Literature Details
 * ** Paraphrase ** ||  || Sentence Structure
 * **Sequence** || short stories, fairy tales, folk tales, non fiction, informational text || Sequence || distinguish, and organize events in a story or sequence factual information || The teacher will model sequencing by including activities which consist of two or more step directions by implementing real life situations, selected literature and using vocabulary such as first, next, then, finally, last...... || The students will.....
 * be able to follow multi-step directions by identifying which comes first, second.....
 * use sequencing cards to tell a story
 * begin to incorporate vocabulary, first, next, last in a writing piece. || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  ||
 * **Summarize** || short stories, fariy tales, etc. || Plot || retell orally or write relevent inforamtion in response to a literary piece || The teacher will model identifying "who", "what" and "where" of a literary piece. || The students will.....
 * illustrate/write a summary to include the "who", "what" and "where" of a piece.
 * use various graphic organizers to summarize literary pieces || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  ||
 * **Use Supporting Details** || short stories, etc. || Supporting Details || identify and determine supporting details || The teacher will model identifying supporting details by locating evidence/proof in literature and writing pieces by revisting the text. || The students will.....
 * use highlighters to locate supporting details.
 * illustrate/write
 * orally respond
 * use graphic organizers || The assessment will include:

teacher observations, questioning, anecdotal records, oral/written response. ||  ||