Kinder Unit 5 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Kindergarten

Unit 5: The Great Big World - In this unit, students compare and contrast fairy tales while focusing on the difference a setting can make
in the creation of a story.
Overview: Building on the diversity of family celebrations, students read about the greater world beyond America. By reading “Mr.
Popper’s Penguins,” students are lured into dreaming of far-away places. Focusing on the pairing of fiction and informational text, students
see how fictional settings can reflect real places. By using an atlas, non-fiction books, video, and interactive on-line media, students also
see how different types of texts give us similar and different information. During these activities, students write words using what they
know about vowel sounds, beginning and ending sounds, and word families. Viewing landscapes by master painters reinforces the
concept of comparing and contrasting settings.

Big Ideas: Essential Questions: Vocabulary:

A variety of acquired skills are used to What strategies do good readers use when compare
decode, recognize, and understand words. they encounter an unknown word? contrast
different
Reading provides a picture of the world, and How do we use literature and informational settings
helps us imagine places far away. texts to learn about the world? similar
opposites
Learners develop a natural curiosity about
the world around them.
ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
K.RF.1 Demonstrate understanding of the
organization and basic features of print.

I-R-1 The students will demonstrate
understanding of print concepts of the
English language.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology
(ELP Direct Alignment) 7-13-11
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K.RF.1d Recognize and name all upper and Instructional Routine Template Card: 1 (K.RF.1d)
lower-case letters of the alphabet.
*Language Warm-Up (1-R-2(D): HI-1; l-LS-2: HI-1)
I-R-2(D): HI-1: Naming all upper and lower-
case letters of the alphabet with different
fonts out of sequence.

I-LS-2: HI-1: Naming upper and lower-case
alphabet letters in random order with
accurate pronunciation.

K.RF.2 Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).

I-R-2(PA) The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
word parts.

K.RF.2a Recognize and produce rhyming
words.

I-R-2: LI-4: Producing rhyming words in
response to an oral prompt.

I-LS-2: HI-10: Producing rhyming words
and short, simple, rhyming phrases and
songs using accurate pronunciation as well
as expressive phrasing and intonation.
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K.RF.2b Count, pronounce, blend, and
segment syllables in spoken words.

I-R-2(PA): HI-1: Blending two or three
spoken syllables to produce words.

K.RF.2c Blend and segment onsets and Model blending words with four sounds. Hold up your fist; raise a finger as you say each
rimes of single-syllable spoken words. sound (e.g., /m/, /a/, /s/, /k/), then blend the whole word (i.e., mask) as you sweep your
hand from left to right. Students follow your lead. (K.RF.2c)
I-R-2(PA): HI-4: Orally forming words by
substituting simple onsets (/c/) with given Instructional Routine Template: Card 4 (K.RF.2c)
rimes (/at/).

K.RF.2d Isolate and pronounce the initial, Create “vowel houses” where words with the same vowel sound live together. Using picture
medial vowel, and final sounds (phonemes) cards for one-syllable words with three or four different vowel sounds, students
in three-phoneme (consonant-vowel- find the house where they live (e.g., saw, paw, dawn; blue, moon, chew; snow, bow, oak;
consonant, or CVC) words.* (This does star, art, mark). (K.RF.2d)
not include CVC words ending with /l/, /r/, or
/x/.) Dictate a simple sentence with a line provided for each word: I hit the pin. He hit his chin.
Help students segment the phonetically regular words as they write, referring to sound-
I-R-2(PA): HI-2: Orally producing groups of symbol cards as necessary. (K.RF.2d)
words that begin with the same initial
sounds. Instructional Routine Template: Card 6 (K.RF.2d)

I-LS-2: HI-3: Producing initial and final
sounds of words using accurate articulation.

I-LS-2: HI-4: Producing and blending the
initial, medial and final sounds of CVC words
using accurate articulation and
pronunciation.
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initial, medial and final sounds of grade-
appropriate words using accurate
articulation and pronunciation.

K.RF.2e Add or substitute individual sounds Using colored squares to represent speech sounds, show which sound has changed when
(phonemes) in simple, one-syllable a spoken word is changed, one sound at a time: sun, ton, shun, shut, shout, out, oat,
words to make new words. own, shown. (K.RF.2e)

1-R-2(PA): HI-4: Orally forming words by
substituting simple onset (/c/) with given
rimes (/at/).

K.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

I-R-2(D) The student will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
word parts.

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K.RF.3a Demonstrate basic knowledge of Give students letter cards or tiles with more consonants and two or three short vowels.
one-to-one letter-sound correspondences by Model, then lead them in building words with three to four sounds. Continue sound
producing the primary or many of the most substitution games. (K.RF.3a,b)
frequent sounds for each consonant.
Instructional Routine Template Card: 2 (K.RF.3a)
I-R-2(D): HI-2: Producing letter sounds
represented by the single lettered Instructional Routine Template Card: 8 (K.RF.3b) (Sound-by-sound blending)
consonants and vowels.
*Language Warm-Up (I-R-2(D): HI-2, HI-6; I-LS-2: HI-2, HI-5)
I-R-2(D): HI-6: Decoding common CVC
words.

I-LS-2: HI-2: Producing all individual
phonemes in words from print using
accurate articulation.

initial, medial and final sounds of grade-
appropriate words using accurate
articulation and pronunciation.

K.RF.3b Associate the long and short
sounds with common spellings (graphemes)
for the five major vowels.

I-R-2(D): HI-2: Producing letter sounds
represented by the single lettered
consonants and vowels.

K.RF.3c Read common high-frequency Practice new “outlaw” or “red” words by tracing them, saying the letters, and saying the
words by sight (e.g., the, of, to, you, she, whole word before reading in context. (K.RF.3c)
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my, is, are, do, does). Instructional Routine Template: Card 3 (K.RF.3c)

I-R-2(D): HI-3: Reading high frequency
words with automaticity in context.

K.RF.3d Distinguish between similarly To a familiar word (e.g., rock, zip, jam) have students add “s,” pronounce the new word,
spelled words by identifying the sounds of and use it in a sentence. (K.RF.3d)
the letters that differ.
*Language Warm-up (I-R-2(D): HI-4, HI-5)
I-R-2(D): HI-4: Producing new words when
initial sound(s), including diagraphs, are
changed (i.e., word families).

1-R-2(D): HI-5: Decoding a new word when
a specific letter is changes, added, or
removed.

K.RF.4 Read emergent-reader texts with Continue with simple stories with high frequency words and decodable words that have
purpose and understanding. been taught and practiced. Preview the book: What (who) is it about? Where is the title?
What might happen? Let students read to a partner and then retell the story. Choral read
No Alignment for variety. (K.RF.4)

With phonetically regular, unknown words, encourage students to blend each sound into
the whole word. (K.RF.4)

Reading Literature (RL)
K.RL.2 With prompting and support, retell The literature in this unit is conducive to storytelling. Pair students so that they can practice
familiar stories, including key details. retelling a favorite story from this unit. For example, they may retell “Story of Ferdinand.”

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I-R-3: HI-4: Sequencing a story or event (K.RL.2)
including the beginning, middle, and end
using transition words. (e.g., first, next, last) *Collaborative Story Re-tell (I-R-3: HI-4, HI-5; I-LS-1: HI-4)

I-R-3: HI-5: Retelling a story including the
beginning, middle, and end using transition,
words (e.g. first, next, last) in complete
sentences.

I-LS-1: HI-4: Sequencing events from read
alouds, presentations, and conversations.

K.RL.9 With prompting and support, After reading two books, “Little Red Riding Hood” and “Lon Po Po,” discuss how the two
compare and contrast the adventures stories are the same and how they are different. Generate ideas from among the children
and experiences of characters in familiar through writing, drawing, or acting out parts of each story. (K.RL.9, K.RL.10)
stories.
*This or That (I-R-3: HI-3)
I-R-3: HI-3: Using key words, phrases, and
complete sentences to answer open-ended
comprehension questions when responding
to text.

K.RL.10 Actively engage in group reading
activities with purpose and understanding.

No Alignment

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Reading Informational Text (RI)
K.RI.9 With prompting and support, Throughout this unit, read fictional stories set on a continent and then read informational
identify basic similarities in and text (both from books and digital sources) that describe the continent. Students will develop
differences between two texts on the an appreciation for the setting of the story – the connection between a fictional setting and
same topic (e.g., in illustrations, a real place. Require students to record what they have learned on either Post-It notes or a
descriptions, or procedures). white board to prepare for sharing with the whole group. Following each reading, they
record new information, using these details to compare one continent to another. Note the
1-R-3: HI-3: Using key words, phrases, and opposites, such as “cold” and “hot” or “rainy” and “dry”. (K.RI.9)
complete sentences to answer open-ended
comprehension questions when responding
to text.

K.RI.10 Actively engage in group reading
activities with purpose and understanding.

No Alignment

K.RI.10a Actively engage in group reading
of informational and functional texts,
including history/social studies, science, and
technical texts, with purpose and
understanding.

1-R-3: HI-6: Identifying facts from text read
aloud.

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Writing (W)
K.W.1 Use a combination of drawing, Give the students a prompt: “Mr. Popper loved the idea of dreaming big! He daydreamed
dictating, and writing to compose opinion about faraway places. He wished he could have visited Antarctica to explore all that was
pieces in which they tell a reader the topic or there. What continent do you daydream about visiting?” Allow students to choose one of
the name of the book they are writing about the continents studied during this unit that they might like to visit someday. To help the
and state an opinion or preference about the children plan their work, use a program such as Kidspiration to create a graphic organizer
topic or book (e.g., My favorite book is . . .). on each of the continents chosen by the students. Students can draw pictures of animals,
people, and objects one might find on that continent. Write two sentences about the
I-W-1 The student will express his or her continent using a combination of drawing, dictation, and writing. Share the work with the
thinking and ideas in a variety of writing class. (K.W.1, K.W.5, K.W.6, K.W.8, K.L.2d, K.SL.6)
genres.

I-W-1: HI-5: Responding to literary
selections by writing simple sentences.

I-LS-1: HI-6: Responding to comments and
questions in social conversations by asking
questions, sharing one’s experiences, and
expressing one’s thoughts.

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K.W.5 With guidance and support from
adults, respond to questions and
suggestions from peers and add details to
strengthen writing as needed.

I-W-3 Students use the steps of the writing
process as a writing piece moves towards
completion.

I-W-3: HI-3: Revising original draft for
clarity by adding details to improve audience
understanding.


adults, explore a variety of digital tools to
produce and publish writing, including in
collaboration with peers.

1-W-3: HI-3: Revising original draft for
clarity by adding additional details to
improve audience understanding.

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adults, recall information from
experiences or gather information from
provided sources to answer a question.

I-W-1: HI-1: Writing narratives using simple
sentences that include sight words, CVC
words, and phonetic spelling to express
ideas.

1-W-3: HI-3: Revising original draft for
clarity by adding additional details to
improve audience understanding.

Language (L)
K.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.

I-L-1 The student will identify and apply
conventions of English in his or her
communications.

I-W-2 The student will identify and apply
conventions of standard English in his or her
communications.

K.L.1a Print many upper and lower-case
letters.

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I-W-2: HI-1: Writing legibly and with correct
formation all of the upper and lower-case
letters of the alphabet.

K.L.1d Understand and use question words *Function Junction (I-L-1(Q): HI-1)
(interrogatives) (e.g., who, what, where,
when, why, how). *The Big Cheese (I-L-1(Q): HI-1)

I-L-1(Q): HI-1: Producing questions with *Reverse Questioning (I-L-1(Q): HI-1)
inflections.

K.L.1e Use the most frequently occurring *Prepositions for Location (I-LS-1(PREP): HI-1)
prepositions (e.g., to, from, in, out, on, off,
for, of, by, with).

I-LS –1 (PREP): HI-1: Using prepositions of
location (e.g., up, down, over).

I-LS-1 (PREP): HI-2: Using prepositions of
direction (e.g., on, in, near, behind).

I-LS-1 (PREP): HI-3: Using prepositions of
time (e.g., on, at, in, by).

K.L.1f Produce and expand complete *Verb Tense Study (1-LS-1(SC): HI-1 thru HI-10)
sentences in shared language activities.

1-L-1(SC): HI-1 thru HI-10: Go to the
Sentence Construction (SC) section of the
Language Strand (pgs. 10-13)

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K.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

I-L-1 The student will identify and apply
conventions of English in his or her
communications.

1-W-2: The student will identify and apply
conventions of standard English in his or her
communications.

K.L.2c Write a letter or letters for most
consonant and short-vowel sounds
(phonemes).

I-W-2: HI-1: Writing legibly and with correct
formation all of the upper and lower-case
letters of the alphabet.

K.L.2d Spell simple words phonetically, In shared writing, as students volunteer words for retelling or creating stories, encourage
drawing on knowledge of sound-letter them to provide letters for sounds as you write. (K.L.2d)
relationships.

1-W-2: HI-2: Applying letter-sound
relationships to write simple CVC words and
attempt more complex words.

K.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
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phrases based on kindergarten reading and
content.

I-L-2 The students will acquire English
language vocabulary and use it in relevant
contexts.

K.L.4a Identify new meanings for familiar
words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb
to duck).

1-L-2: HI-5: Determining word meaning
within context.

K.L.5 With guidance and support from
adults, explore word relationships and
nuances in word meanings.

I-L.2 The students will acquire English
contexts.

K.L.5a Sort common objects into
categories (e.g., shapes, foods) to gain a
sense of the concepts the categories
represent.
I-L-2: HI-1: Naming and sorting common
objects and pictures into self-categories and
providing rationale.

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I-LS-2: HI-9: Classifying objects, people,
and events, into self-generated categories.

K.L.5d Distinguish shades of meaning *Vertical Sentence (I-L-2: HI-5)
among verbs describing the same general
action (e.g., walk, march, strut, prance) by
acting out the meanings.

I-L-2: HI-5: Determining word meaning
within context.

K.L.6. Use words and phrases acquired “Mr. Popper’s Penguins” is filled with alliteration based on the letter “p.” Encourage the
through conversations, reading and being children to listen for “p” words that they hear as you read. The vocabulary words will be
read to, and responding to texts. challenging and fun to use in classroom discussions. (K.L.6)

I-L-2: The student will acquire English
contexts.

Speaking and Listening (SL)
K.SL.2 Confirm understanding of a text read One of the favored choices for artistic expression is the painting of landscapes. View the
aloud or information presented orally or landscapes from all over the world painted by the Masters. Encourage the students to
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through other media by asking and describe what they see and ask for clarification if they do not understand. This is an
answering questions about key details and opportunity to extend the idea of comparing and contrasting the settings in stories to
requesting clarification if something is not comparing and contrasting the settings in paintings. (K.SL.2)
understood.

1-LS-1: HI-3: Responding to read-alouds
by identifying main ideas/concepts and
details using key words in complete
sentences.


K.SL.6 Speak audibly and express thoughts,
feelings, and ideas clearly.

1-LS-1: HI-6: Responding to comments
and questions in social conversations by
asking questions, sharing one’s
experiences, and expressing one’s thoughts.

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Teacher’s Notes UNIT 5:

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Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 5.
Literary Texts Literary Texts Informational Texts
Chapter Books (Read Aloud) (Continued) Informational Books (Read Aloud)
Picture Books (Read Aloud)
Mr. Popper’s Penguins (Richard and Continents and Maps (Big Book, Pearson Learning)
Florence Atwater) (E) Asia Me on the Map (Joan Sweeney and Annette Cable)
The Paper Crane (Molly Bang) (E) As the Crow Flies: A First Book of Maps (Gail
Picture Books (Read Aloud) Lon Po Po: A Red-Riding Hood Story from Hartman and Harvey Stevenson)
China (Ed Young) (E) Beginner’s World Atlas (National Geographic)
North America Once a Mouse… (Marcia Brown)
Arrow to the Sun, (Gerald McDermott) The Fool of the World and the Flying Ship Informational Books (Read Aloud / Independent)
Song of the Swallows (Leo Politi) (Arthur Ransome and Uri Shulevitz)
The Story of Jumping Mouse (John Africa The Seven Continents (Rookie Read-About
Steptoe) A Story, A Story (Gail E. Haley) (E) Geography) (Wil Mara)
South America Why Mosquitoes Buzz in People’s Ears North America (Rookie Read-About Geography)
Morpha: A Rain Forest Story (Michael (Verna Aardema and Leo and Diane Dillon) (Allan Fowler)
Tennyson and Jennifer H. Yoswa) Shadow (Blaise Cendrars, translated by South America (Rookie Read-About Geography)
Rain Player (David Wisniewski) Marcia Brown) (Allan Fowler)
Europe Antarctica Europe (Rookie Read-About Geography) (Allan
Little Red Riding Hood (Trina Schart Something to Tell the Grandcows (Eileen Fowler)
Hyman) Spinelli and Bill Slavin) Asia (Rookie Read-About Geography) (Allan
One Fine Day (Nonny Hogrogian) Eve of the Emperor Penguin (Mary Pope Fowler)
The Story of Ferdinand (Munro Leaf and Osborne and Sal Murdocca) Africa (Rookie Read-About Geography) (Allan
Robert Lawson) Fowler)
Australia Music Lyrics (Read Along) Australia (Rookie Read-About Geography) (Allan
Lizzie Nonsense (Jan Ormerod) Fowler)
Possum Magic (Mem Fox and Julie Vivas) “It’s a Small World” (Walt Disney) Antarctica (Rookie Read-About Geography) (Allan
Koala Lou (Mem Fox and Pamela Lofts) "London Bridge Is Falling Down" (Tinkerbell Fowler)
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Records) Count Your Way Through China… (Jim Haskins)
Art, Music, and Media Website References
(Continued)
Online Games Art Instructional Routines:
http://csi.boisestate.edu/readingfirst/resources/coaches.shtml
“All About World Geography: World Map Europe
with a Continent Matching Puzzle”
(Sheppard Software) John Constable, The Hay Wain (1821)

Movies J.M.W. Turner, Rain, Steam and Speed —The
Great Western Railway (1844)
Luc Jacquet, dir., March of the Penguins Paul Cezanne, Straße vor dem Gebirge
(2005) Sainte-Victoire (1898-1902)
Jon Stone, dir., Big Bird Goes to China Louisa Matthiasdottir, Five Sheep (no date)
(1983)
Asia
Music
Guo Xi, Early Spring (1072)
Mary F. Higuchi (compiled by), “Geography Ando Hiroshige, panel from Famous views of
Songs on the Continents” (2000) 53 stations of the Tōkaidō Road (1855)

Art Africa

North America J.H. Pierneef, Trees (Date Unknown)
Albert Bierstadt, Valley of the Yosemite
(1864)
Winslow Homer, The Gulf Stream (1899) Australia
Joseph Stella, Bridge (1936) Emily Kame Kngwarreye, Earth’s Creation
Piet Mondrian, Broadway Boogie Woogie (1994)
(1942-1943

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*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 5. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Collaborative Story Re-tell

*This or That

*Function Junction

*The Big Cheese

*Reverse Questioning

*Prepositions for Location

*Verb Tense Study

*Vertical Sentence

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