Roselle Schools - Polk Elementary School

Integrated Language Arts Curriculum Guide Grade Kindergarten
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
READING - THEME 1 The student will be able to: Use background knowledge and personal experience to understand literature.	3.4	Engage interest in theme. Connect personal experience to theme. Take a picture walk through the book.		Big and Little Shared Books: Quick as a Cricket Your Family and Mine Best of Friends	R. V R. VI
Use a story’s predictable structure to predict events.	3.4	Students make predictions about the outcome of the story. Read the Big Book to class. (T. 30-31.) Students retell the story in sequential order. Special Education: - Story board.			R. IV
Show growth in understanding that spoken words are made of distinct sounds: - suggest rhymes. - discriminate beginning consonant sounds.	3.1	Practice Book pp. 6, 7, 10, 11. Draw lines to connect pictures to those names that rhyme. (T. 96-97.) Practice Book, pp. 14-15. Students color and draw pictures whose names begin with "s" and "m".
Recognize word boundaries. - Name some letters of the alphabet.		(T. 98.) Students use their hand to frame words in Big Book. Special Education: - Word slide. Students use Big Book to locate letters they know.
READING - THEME 1 The student will be able to: Build knowledge of book concepts to develop reading and writing skills.	3.4	Students hold a book correctly and turn its pages in sequence. (T. 42.) Introduce Readables. Read and rebuild the story with sentence strips and word cards. Special Education: - Velcro boards.		Readables: Who’s in the Show? Our Saturday Clothes A Day in the Park
WRITING - THEME 1 Use knowledge of book concepts to develop writing skills.	3.3	(T. 29.) Students create a class book about times they felt happy. (T. 63.) Students create a class book about things that happened on their birthdays. (T. 95.) Class makes a flip book about friendship. Respond to favorite part of Big Book with an illustration. Write in journals. Special Education: - Scribe/tape, computer.
SPEAKING/LISTENING/VIEWING THEME 1 The student will be able to: Show growth in using oral language to express ideas.	3.1	(T. 27.) Do a choral reading with finger play. (T. 33.) Students take turns describing a time when they are busy. (T. 67.) Students make a paper cup family and tell a story about their family. (T. 99.) Students take turns describing what makes a good friend. Special Education: - Small groups, story boards, computers.
READING - THEME 2 The student will be able to: Use background knowledge and personal experience to understand literature. Develop their ability to understand picture books. - Learn to classify. - Learn to find the main idea. - Learn to compare and contrast.	3.4 3.4	Engage interest in theme. Connect personal experience to theme. Take a picture walk through the book. Read the story. Reread and respond to the story. Students list and respond to poems. Students classify pictures according to seasons. Reread the story pointing out "little ideas" that tell about the "big idea" (main idea). (T. 96.) Students will compare and contrast an old home with a new home.		Big and Little Shared Books Spring is Here An Egg is an Egg Good-bye, Hello Poetry Charts: "Rain Song" "When I Grow Up" "When My Friends All Move Away" Readables: Make a Line All by Myself Moving Time Special Education: - Velcro chart, story map, graphic organizer, tape recorder, peer tutor, scribe.	R. II S-9
READING - THEME 2 The student will be able to: Understand that spoken words are made of distinct sounds. - Develop print awareness by naming and forming letters. - Associate letters and sounds for "m", "s", "n", "g" and "h."	3.1	(T. 26.) Students complete a sentence. (T. 30, 64, 92.) Students recognize "m", "s", "n", "g" and "h" in words and print the letters. (Practice book pp. 20, 24-25, 30-31.) (T. 31, 65, 93.) Students identify pictures whose names begin with the sound for "m", "s", "n", "g", "h" and print the consonant. (Practice book pp. 21, 26-27, 32-33.) Special Education: - Reduce number of tasks, cooperative learning.		Special Education: - Use model for sentence.
Use words and picture clues to understand simple stories and read them loud. - Relate speech to print by pointing to words as a story is read aloud.	3.1	Use Readables listed on page 4. Introduce the Readables, take a picture walk, read aloud, read with students encouraging them to use picture clues. Have students use sentence strips and word cards to rebuild the story. Students follow the print with their finger. Students listen for predictable text patterns. Special Education: - Sand letters.		Special Education: - Tape recorder, velcro chart.
WRITING - THEME 2 The student will be able to: Build knowledge of print concepts to develop writing skills. - Draw and/or write with invented spelling.	3.3	Students personally respond to Big Book by writing and drawing a favorite part. (T. 29.) Students draw a fall scene and write or dictate a sentence to describe the picture. (T. 63.) Students draw a picture of themselves as a baby and now on back to back paper. All portraits are bound into a book. (T. 97) Students draw special things they would take if they moved and glue onto house shaped paper to make a class book. Special Education: - Computer, tape recorder, scribe.
SPEAKING/LISTENING/VIEWING THEME 2 The student will be able to: Show growth in using oral language to express ideas. Show growth in listening to teacher and classmates. - Listen attentively as books are read aloud and discussed and follow classroom procedures.	3.1 3.2	Students retell stories and discuss events in Big Books. (T. 33.) Students discuss seasons. They retell their favorite story and in which season it takes place. Students listen to other stories about seasons. (T. 67.) Students discuss how babies grow in stages and tell stories about their babyhood. (T. 101.) Students describe an illustration of a girl talking on the phone. With a volunteer, model how to make and receive calls. Special Education: - Story board to depict various stages of growth, tape recorder.
Improve reading skills by speaking, listening and reading.	3.1 3.2 3.4	Listen to poem and students do a choral reading.
READING - THEME 3 The student will be able to: Develop strategies to predict words and phrases while listening to stories. - Follow directions. Develop their ability to understand predictable stories. - Distinguish realistic stories and events from fantasy. - Identify character traits and feelings.	3.2 3.4 3.4	Engage interest in theme. connect theme to personal experiences. Take a picture walk. Read the story. Reread Big and Little Shared Books. Use Rhyme Me a World and Down by the Bay to determine if actions are real or fantasy. (T. 90.) Use Abuela’s Big Bed to discuss Abuela’s character. Special Education: - Tape story, computer, graphic organizer, peer tutor.		Big and Little Shared Books: Rhyme Me a World Down by the Bay Abuela’s Big Bed Poetry Charts: "Keep a Poem in Your Pocket" "The Elephants" "Read me a Story" Readables: Jimmyjammy Had A Hat One Funny Day The Baker’s Cake
Build knowledge of print concepts to develop reading skills. - Students learn to read high frequency words. - Students match words.		Introduce Readables. Take a picture walk, read aloud, read with students encouraging them to use picture clues. Have students use sentence strips and word cards to rebuild the story. Students follow the print with their fingers. Students use word cards to locate high frequency words on sentence strips. Special Education: - Use word slide for Students to focus on words.			R. V R. VI
READING - THEME 3 The student will be able to: Show growth in understanding that spoken words are made up of distinct sounds. - Develop print awareness by naming and forming letters.	3.1 3.5	(T. 26, 60, 92.) Students recognize "d", "j", "b", "t", "l", "k" and "a" in words and form the letters. Practice Book pp. 38-39, 44-45, 50-52. (T. 27-28, 61-62, 93-94.) Students identify pictures who name begin with the sound of "d", "j", "b", "t", "l", "k." Practice Book pp. 40-41, 46-47, 53-54. Special Education: - Flash cards, games, keyboarding, reduce tasks.
WRITING - THEME 3 Build knowledge of print concepts to develop reading and writing skills.	3.5	(T. 25.) Students write an innovation on text using the first verse of "The Frog and I" from Rhyme Me a World. Students write or dictate rhyme and illustrate it. (T. 38.) Students draw and label two characters from Readable, Jimmyjammy Had A Hat. (T. 59.) Write an innovation on Down By the Bay. Make a chart listing animal and action. Each student picks an animal and action to write and illustrate.
WRITING - THEME 3 The student will be able to: Build knowledge of print concepts to develop reading and writing skills. (Continued.)	3.5	(T. 91.) Each student writes and draws his/her favorite part of Abuela’s Big Bed. Glue pictures on butcher paper to create a class newspaper. Special Education: - Computer graphics, story boards, graphic organizer.
SPEAKING/LISTENING/VIEWING THEME 3 Show growth in using oral language to understand meaning.	3.1	(T. 95.) Students retell folk tales in a circle with each student adding an event. Special Education: - Tape, partners. Students make simple props and act out folk tales. Special Education: - Pairs.			S-9
Develop listening and viewing skills.	3.4	Students take a picture walk through theme 3 Big Books and Readables.
SPEAKING/LISTENING/VIEWING THEME 3 The student will be able to: Show growth in using oral language to express ideas. - Retell folk tales and rhymes and give directions.	3.1	Students retell the events from Big Books listed on page 1 reading. Students read aloud rhymes and poems and discuss favorites. (T. 63.) Students tape favorite rhymes from Rhyme Me a World. Students listen to directions to the public library using positional words like next to, by, behind, right and left. Students take turns telling how to get from school to another place. Special Education: - Direction games, maps to follow special cues for students.		Rhyme Me a World
READING - THEME 4 The student will be able to: Show growth in using oral language to discuss theme and subject of big books.	3.1	Engage interest in theme. Discuss personal experiences related to theme. Introduced the Big Book through a picture walk. Listen to the story. Reread the story.		Big Books: My Five Senses Sing a Song of People On the Go Poetry Charts: "Little Eyes See Pretty Things" "Skyscraper" "Little Student"
Develop knowledge of story patterns. - Classify information in a story.	3.4	(T. 26.) Classify the senses by making a chart with the five senses as headings. Students draw pictures of objects in appropriate column for each category. Special Education: - Story partners, tape stories, computer games for classifying.
Develop strategies to predict words and phrases. - Draw conclusions from stories.	3.4	(T. 60.) Reread Sing a Song of People. Have students draw conclusions about life in the city.
Develop ability to make inferences. - Get the main idea.	3.4	(T. 94.) Reread On the Go. Discuss the "big" idea of the book - ways people move from place to place. Create a web that tells details about the main idea. Special Education: - Graphic organizer, tape story & responses to guided questions.
READING - THEME 4 The student will be able to: Build knowledge of book concepts to increase their understanding of the reading process. - Move from the front to the back of the book and use page numbers.	3.4	Students track the print in Readables by pointing to each word rather than sliding finger under text. Students re-build the Readable with sentence strips and word cards. Students match word card with word on sentence strip. Students reread Readable with a partner. Special Education: - Peer tutor, use a cut out slide to focus student on line or word to be read.		Readables: Peaches How to Get to Harry’s House You Can Ride
Build knowledge of print concepts to develop reading skills. - Recognize simple rhymes. - Develop print awareness by naming and forming letters. - Associate letters and sounds for "f", "p", "r" and "k."	3.5	(T. 30.) Students identify and circle two rhyming words. Practice book pp. 63, 69. (T. 28, 62.) Students recognize "F f", "E e", "P p", "Z z", "X x" in words and form the letters. Practice book pp. 60-61 (T. 29, 69.) Students identify pictures whose names begin with the sounds "f", "k", and "p." Special Education: - Peer tutor, scribe, verbal response, computer game to correspond to lesson.
WRITING - THEME 4 The student will be able to: Develop skills by making class books related to big books.	3.3	(T. 27.) Students make an accordion book that explores the senses. Each student completes a book section by drawing an object that is perceived with a particular sense. Special Education: - Model, computer drawing. (T. 61.) Discuss what one sees in a community and make a list. Each student chooses an item from the list to illustrate and label. Bind the students pages into a picture dictionary. Special Education: - Peer tutor. (T. 95.) Make a list of places shown in On the Go. Each student chooses a geographic location and makes a poster. Special Education: - Small group activity. Students write in journals every day. Special Education: - Computer, scribe, tape record.
SPEAKING/LISTENING/VIEWING THEME 4 The student will be able to: Show growth in using oral language to express themselves.	3.1	(T. 31.) Students draw what they see, hear, touch, smell or taste each morning. Students share their pictures and describe what their morning is like. Special Education: - Bring in real items. (T. 65.) Discuss community sounds. Students take turns naming and imitating their favorite sounds. Special Education: - Tape record or video. Use choral reading to recite poems.
Develop listening and viewing skills	3.3 3.4	Students will take a picture walk through theme 4 Big Books and Readables and listen as the teacher reads them.
READING - THEME 5 The student will be able to: Show growth in using oral language to discuss theme and subject of big books.	3.1	Engage interest in theme. Discuss personal experiences related to theme. Introduce the Big Book through a picture walk. Listen to the story. Reread the story.		Big Books: Growing Vegetable Soup What is the Sun? Music in the Night
Develop their knowledge of text structure to understand picture books. - Sequencing.	3.4	(T. 28.) After rereading Growing Vegetable Soup, ask students how to grow vegetables, helping them to identify the sequence as you write and number the steps on the chalkboard. Special Education: - Use cards or charts, story & velcro boards.		Poetry Charts: "Tommy" "Twinkle, Twinkle Little Star" "There’s a Cow on the Mountain"
Develop strategies to predict words and phrases. - Note details in story. - Identify cause and effect.	3.4	(T. 60.) Reread What is the Sun? Point out that both the words and the pictures give information about the sky. Create a web which gives details about the sky. (T. 94.) Reread Music in the Night. Discuss cause and effect in the story. Say, the moon came up so the dog started barking, etc. Special Education: - Graphic organizer, tape stories, model questions and answers.			R. III
READING - THEME 5 The student will be able to: Build knowledge of print concepts to develop reading and writing skills. - Recognize word/sentence boundaries. - Name and form letters.	3.5	Use sentence strips from Readables to reconstruct sentences and identify and match high frequency words. Students use their fingers to frame words and sentences. (T. 30, 62, 96.) Students recognize "V v" "W w", "Y y", "C c", "Q q" in words and form the letters. Practice book pp. 82-83, 88-89, 93-94. Special Education: - Use keyboarding program, use word or sentence slides, reduce tasks.		Readables: What Am I? What’s Up Come and See
Understand that spoken words are made up of distinct sounds. - Associate letters and sounds for "v", "r", "y" and "c."	3.1	(T. 31, 63.) Students identify pictures whose names begin with the sounds for "v", "r", "y" and "c" and write them to complete words. Practice book pp. 84, 90, 97.
WRITING - THEME 5 The student will be able to: Build knowledge of print concepts to develop reading and writing skills.	3.5	(T. 29.) Students recall vegetables used in Growing Vegetable Soup and make a list of vegetables used in a green salad. Each student picks his favorite vegetable and draws it. They (or teacher) write, "I put ----- in my salad." Bind into a book. Special Education: - Create salad in class, flash cards, model sentence. (T. 61.) Using What is the Sun?, students draw, decorate and cut out objects seen in the sky. They each write a sentence to describe the object. The drawings and sentences are hung from a mobile. (T. 95.) Students recall animal sounds from Music in the Night. Animals’ name and sound is recorded on the chart. Each student draws one animal, write its sound and make a caption for it. Bind into a book.
SPEAKING/LISTENING/VIEWING THEME 5 The student will be able to: Show growth in using oral language to understand meaning. - Follow directions.	3.1	(T. 33.) Discuss ingredients of a fruit salad. Demonstrate how to make a fruit salad, then have groups of Students follow directions to make a fruit salad. Students recall and repeat steps in making a fruit salad. Special Education: - Chart, story board. (T. 65.) Using What is the Sun?, the class brainstorms a list of questions about the sky. Invite a visitor to the room and encourage students to ask questions. Special Education: - Tape questions. (T. 99.) Students draw a picture of a pet then sit in a circle and take turns sharing pet stories. Special Education: - Tape stories.

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