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									                                                                                                   Kindergarten ELA – Theme 5 - Family Ties
    Teacher: ____________________________                                                       School Year: ___________________
                                 Ascension Parish Comprehensive Curriculum
                                       Assessment Documentation Page
   Kindergarten: English/Language Arts     Book: Volume Two                                           Documented GLEs
                                           Theme 5: Family Ties
                                           Letter Focus: Ff, Gg, Ii
                                          Big Book(s): Off We Go!
                                       Time Frame: See Pacing Chart
   At-A-Glance
                                                         Theme 5: Family Ties
Within this theme children will understand that living, working and playing are ties that bind families and friends together. Children
will discover what it means to care for one another and how to help each other learn and grow.




                 Literature/Phonics                           Comprehension Focus                           Writing/Grammar
                       Focus                                                                                      Focus


                 Identify Names and                          Sequencing with                             Ff, Gg, Ii
                  Sounds of Ff, Gg,
                                                               Three Pictures                              The Writing Process:
                  Short Ii
                                                              Drawing Conclusions                          A Story
                 High Frequency
                                                              Making Predications                         Lists
                  Words (on, to, here,
                  are)                                        Retelling                                   Naming Words
                                                              Problem/Solution                            Sentence Structure
                 Long and Short
                  Words                                                                                    Describing Words
                 Rhyme and                                                                                Self-Selected Topics
                  Repetition
                 Blending /i/-/g/, /i/-/t/
                 Diverse
                  Cultural/Ethnic
                  Literature

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                                                                                               Kindergarten ELA – Theme 5 - Family Ties
                                                                                Documented GLEs
              Guiding Questions                   GLEs               GLEs                  Bloom’s Level         Date and Method of
                                                                                                                    Assessment
                                                         Demonstrate understanding of
1. Can students distinguish and name letters             phonemic awareness by doing
    Gg, Ff, and short Ii?                                the following: listening to
2. Can students match consonant and vowel
                                                  1d                                        Application
                                                         three sounds (phonemes) and
    sounds with appropriate letters Gg, Ff, and          recognizing that two are the
    short Ii?                                            same
3. Can students listen to three sounds and
    recognize that two are the same?                     Demonstrate understanding of
4. Can students identify and read high                   alphabetic principle by doing
    frequency words: on, to, here, are?                  the following: distinguishing
5. Can students identify long and short
                                                   2a
                                                         and naming all uppercase and       Knowledge
    words?                                               lowercase letters (focus: Gg,
6. Can students demonstrate and understand               Ff, short Ii)
    rhyme and repetition for text patterns?
7. Can students blend words with /i/-/g/, /i/-           Demonstrate understanding of
    /t/?                                                 phonics by doing the
8. Can students orally retell ideas and                  following: matching each
    important facts in grade appropriate text      3a
                                                         consonant or short vowel           Application
    read aloud by the teacher or read by the             sound to the appropriate letter
    individual student?                                  (focus: Gg, Ff, short Ii)
9. Can students use at least three pictures to
    sequence events in a story?                          Respond to stories, legends,
10. Can students draw conclusions from a text            songs, and other literature
    and use pictures to resolve questions?               from diverse cultural and
11. Can students identify problems in texts and    12    ethnic groups by participating
    offer possible solutions?                                                               Application
                                                         in activities such as answering
12. Can students create compositions by                  questions, role-playing, and
    participating in shared writing activities?          drawing




   Kindergarten ELA – Theme 5 - Family Ties                                                                                         54
                                                                                                Kindergarten ELA – Theme 5 - Family Ties
13. Can students actively discuss ideas and              Demonstrate understanding of
    select a focus for group stories?                    information in texts read
14. Can students describe people, places,                aloud using a variety of
    things (e.g., size, color, and shape),         14b   strategies, including: using at
                                                                                             Application
    locations, and actions from a story read             least five pictures to sequence
    aloud?                                               the events of a story (focus:
15. Can students print the following letters Gg,         three pictures to sequence)
    Ff, and Ii?
16. Can students write using correct sentence            Demonstrate understanding of
    structure?                                           information in texts read
17. Can students listen to and recite short        14c   aloud using a variety of            Application
    poems and stories for an audience?                   strategies, including: drawing
18. Can students write informal notes, lists,            conclusions from text
    letters, personal experiences, and stories
    using developmental/inventive spelling and           Demonstrate understanding of
    pictures?                                            information in texts read
19. Can students respond to stories, legends,      14d   aloud using a variety of
    songs, and other literature from diverse                                                 Application
                                                         strategies, including: using
    cultural and ethnic groups by participating          pictures to resolve questions
    in activities such as drawing?

                                                         Identify problems in texts and
                                                   15                                         Synthesis
                                                         offer possible solutions


                                                         Create compositions by
                                                   20    participating in shared
                                                                                             Application
                                                         writing activities


                                                         Actively discuss ideas and
                                                   24
                                                         select a focus for group stories   Comprehension




   Kindergarten ELA – Theme 5 - Family Ties                                                                                          55
                                                                                   Kindergarten ELA – Theme 5 - Family Ties

                                                Write informal notes, lists,
                                                letters, personal experiences
                                           25   and stories using               Application
                                                developmental/inventive
                                                spelling and pictures

                                                Print all uppercase and
                                           29   lowercase letters (focus: Gg,
                                                                                Application
                                                Ff, and Ii)

                                                Listen to and recite short
                                           39   poems and stories for an
                                                                                Knowledge
                                                audience




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                                                           Kindergarten ELA – Theme 5 - Family Ties

                                      GLE Alignment
                                    Theme 5: Family Ties
                                  Bolded GLEs are documented
                        Highlighted area is focus of GLE within this concept

Phonemic Awareness (Reading)

1a      Demonstrate understanding of phonemic awareness by doing the following:
        creating rhyming words (focus: identify rhyming words) (Application)
1b      Demonstrate understanding of phonemic awareness by doing the following:
        demonstrating that a sequence of letters in a word represents the sequence of
        sounds heard or spoken in that word by repeating or saying the sounds in the
        sequence heard or seen (Comprehension)
1d      Demonstrate understanding of phonemic awareness by doing the following:
        listening to three sounds (phonemes) and recognizing that two are the same
        (Application)
1f      Demonstrate understanding of phonemic awareness by doing the following: orally
        segmenting individual sounds (phonemes) in words that have two to five sounds
        (Application)
1g      Demonstrate understanding of phonemic awareness by doing the following:
        isolating and saying the beginning and final sounds (phonemes) of a spoken word
        (Application)
1h      Demonstrate understanding of phonemic awareness by doing the following:
        clapping/tapping to match each individual syllable of a spoken word
        (Application)

Alphabetic Principle (Reading)

2a      Demonstrate understanding of alphabetic principle by doing the following:
        distinguishing and naming all uppercase and lowercase letters (focus: Gg, Ff,
        short Ii) (Knowledge)
2b      Demonstrate understanding of alphabetic principle by doing the following:
        identifying own first and last name (Application)

Phonics (Reading)

3a      Demonstrate understanding of phonics by doing the following: matching
        each consonant or short vowel sound to the appropriate letter (focus: Gg, Ff,
        short Ii) (Application)
3b      Demonstrate understanding of phonics by doing the following: decoding simple
        one-syllable words (Application)

Reading & Responding (Reading)

5       Read books with predictable, repetitive text and simple illustrations
        (Comprehension)
6       Identify that printed text is made up of sentences that begin with a capital letter
        and end with some type of punctuation (Knowledge)

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                                                      Kindergarten ELA – Theme 5 - Family Ties
7a      Demonstrate understanding of book and print concepts by doing the following:
        locating front and back covers, title pages, and inside pages of a book
        (Knowledge)
7b      Demonstrate understanding of book and print concepts by doing the following:
        identifying periods, question marks, and exclamation marks and demonstrating
        knowledge that they are used at the end of a sentence (Application)
7c      Demonstrate understanding of book and print concepts by doing the following:
        isolating individual words in print (Knowledge)
8       Identify basic story elements, including simple plot sequences, setting, and simple
        character descriptions, in a favorite story using pictures and/or oral responses
        (Comprehension)
9       Orally retell ideas and important facts in grade-appropriate texts read aloud by the
        teacher or read by the individual student (Comprehension)
10      Answer questions about the important characters, setting, and events of a story
        (Comprehension)
11      Describe the connections between life experiences and texts (Application)
12      Respond to stories, legends, songs, and other literature from diverse cultural
        and ethnic groups by participating in activities such as answering questions,
        role playing, and drawing (Application)
14a     Demonstrate understanding of information in texts read aloud using a variety of
        strategies, including: making predictions using prior knowledge and pictures
        (Application)
14b     Demonstrate understanding of information in texts read aloud using a
        variety of strategies, including: using at least five pictures to sequence the
        events of a story (focus: three pictures to sequence) (Application)
14c     Demonstrate understanding of information in texts read aloud using a
        variety of strategies, including: drawing conclusions from text (Application)
14d     Demonstrate understanding of information in texts read aloud using a
        variety of strategies, including: using pictures to resolve questions
        (Application)
15      Identify problems in texts and offer possible solutions (Synthesis)
16      Describe the role of an author and an illustrator (Knowledge)
17      Identify different emotions and feelings of authors by participating in activities
        such as role-playing, illustrating, and answering questions (Application)
18      Ask questions that demonstrate knowledge of character, setting, plot, and text
        type about texts read aloud (e.g., what, why, how) (Synthesis)

Writing (Language)

19      Write using developmental/inventive spelling, supported by drawing or dictation
        to the teacher to express ideas (Application)
20      Create compositions by participating in shared writing activities
        (Application)
21      Use illustrations, developmental/inventive spelling, and appropriate vocabulary to
        write for a specific purpose and/or audience (Application)
22      Create simple text using prior knowledge by drawing, dictating to the teacher,
        and/or writing using developmental/inventive spelling (Application)
24      Actively discuss ideas and select a focus for group stories (Comprehension)


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                                                       Kindergarten ELA – Theme 5 - Family Ties

25      Write informal notes, lists, letters, personal experiences and stories using
        developmental/inventive spelling and pictures (Application)
26      Use rhyme and alliteration in group-shared writing activities (Application)
27      Use developmental/inventive spelling, supported by pictures to represent a word
        or idea or to respond to a life experience or texts read aloud (Application)

Writing/Proofreading (Language)

28      Demonstrate an understanding of letter placement in text by writing letters and
        words from left to right and top to bottom on a page (Application)
29      Print all uppercase and lowercase letters (focus: Gg, Ff, and Ii) (Application)
30      Print letters and words with proper figure grounding on a line with appropriate
        spaces between words (Application)
31      Identify and use uppercase letter at the beginning of own first name and last name
        (Application)
32      Write simple stories or life experiences using developmental/inventive spelling
        that shows knowledge of letter/sound correspondences (Application)

Speaking & Listening

34      Express feelings, needs, and ideas in complete sentences (Comprehension)
37      Describe people, places, things (e.g., size, color, shape), locations, and actions
        from a story read aloud (Comprehension)
39      Listen to and recite short poems and stories for an audience (Knowledge)

Informational Resources

44      Use technology to produce class work (Application)



            Harcourt Insertions                             Harcourt Deletions
    High Frequency Words (here, are) -            None
     Harcourt Teacher’s Edition Volume 3
     pages 552-553, 562-563

                                Key Vocabulary Strategies
    Include vocabulary games in practice activities
    Provide a description, explanation or example of the new term instead of giving
     students a definition. Ask students to restate the description, explanation, or example
     in their own words. (Only after this process should a definition be developed.)
    Have students construct a picture, symbol or graphic representation of the term
    Use Graphic organizers
    Include vocabulary games in practice activities




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                                                       Kindergarten ELA – Theme 5 - Family Ties

                                  Assessment Ideas
   Kindergarten Report Card Assessment
   Checklist (GLEs 1d, 2b, 12, 14b, 14c, 15, 20, 24, 39)
   Theme test
   Work sample (GLEs 2a, 3a, 25, 29)
   Activity Specific Assessment: *Activity 47, 51 (GLEs 14c, 14d, 27)



Reading Strategies

Refer to Reading Strategies Chart located in the beginning of the Ascension Parish
Comprehensive Curriculum English Language Arts document

Louisiana Comprehensive Curriculum/Teacher-Made Activities

Note: The following activities marked with an asterisk (*) are essential activities that are
key to the development of student understandings of each assessed GLE not addressed in
Harcourt Reading. If substituting for these activities, the substituted activities must cover
the same GLEs to the same Bloom’s level.

*Activity 45: Introduce, Read (here, are) (Harcourt Teacher’s Edition Volume 3)
(GLEs 7c, 30)

Harcourt Teacher’s Edition Volume 3 Pages 552-553, 562-563 Is it a Fish? Decodable
Book 16 page 570-571

*Activity 46: Text Composition (RE Unit 1) (GLEs 14b)
Goal: Uses pictures to represent ideas

Composition can begin even before children can use letters to represent ideas. Children
can draw pictures to represent their ideas.

Sample Activities

1. Whole-Group. After a read-aloud, the teacher models selection of his/her favorite
   part of the story by stating his/her thinking aloud. Then the teacher draws that part.
   The teacher tells the children that now he/she can remember the most important part
   because there is a picture.

2. Whole-Group. The teacher can use a sequence of pictures to represent a set of events
   (such as a farmer planting seeds, growing plants, and harvesting a crop). Each child
   can take one picture and then rearrange themselves until they have the pictures
   ordered logically

3. Independent. After modeling, children can draw their own pictures to represent their
   favorite part of a story or information text that has been read aloud.

4. Independent. Children can work in partners in a center with a story board to
   represent the events in a story that has been read aloud.
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                                                        Kindergarten ELA – Theme 5 - Family Ties


*Activity 47: Drawing Conclusions (Teacher-Made) (GLEs 14c, 14d)

Using the Harcourt text, Off We Go (from Theme 5, Week 1), have students draw
conclusions by illustrating and/or writing story outcomes. Also, use pictures from the
story to resolve story questions.

Activity Specific Assessment: The teacher will note each student’s ability to recall factual
information from text and to draw conclusions from text and illustrations by
writing/drawing work samples. The teacher will collect the samples of students’ drawings
and their writings, which will be analyzed for the following: print proceeding from left-to-
right and top-to-bottom, inventive spelling, understanding of spatial relations in writing, use
of punctuation, knowledge of high-frequency words, and use of the sound/word wall and
other classroom resources.


*Activity 48: Phoneme Deletion (GLE 1g)

    a. Teacher gives students a word and tells the student to delete a sound from the end
       of the word. This can be done with nonsense words or real words. Examples are
       as follows: Teacher says, “Say seen without the /n/ at the end.” (Answer: see.)
       Teacher says, “Say made without the /d/ at the end.” (Answer: may.) Teacher
       says, “Say liss without the /s/ at the end.” (Answer: li [short i].)
    b. Teacher gives students a word and tells the student to delete a sound at the
       beginning of the word. This can be done with real or nonsense words. Examples
       are as follows: Teacher says, “Say write without the /r/ at the beginning.”
       (Answer: ite [nonsense word].) Teacher says, “Say crime without the /k/ at the
       beginning.” (Answer: rime.)

    Teacher Note: Refer to Instructional Strategies for Five Essential Components of
    Reading binder for additional activities.

Activity 49: Letter Knowledge Modified (GLEs 2b, 31)

Teacher gives students a list of all first and last names of students in the class written in
uppercase letters, listed in a different order every day. Students underline their own
names and practice writing their names. Variations of this activity are repeated daily
until students recognize and can write their own names. Students are given a list of class
names written in all capital letters and students must then write/fix the names using
correct capital letters.

*Activity 50: Let’s Read, Compare, and Connect (ELA CC Unit 2, Activity 10)
(GLEs 12, 27)

Materials List: variety of books from classroom library or school library as needed,
graphic organizer such as Venn diagram or chart, markers

In conjunction with shared reading or read-alouds, students will work as a whole group or
in small groups using graphic organizers (view literacy strategy descriptions), to make
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                                                        Kindergarten ELA – Theme 5 - Family Ties
comparisons, contrasts, and connections with texts that have similar themes, same
authors, or similar characters. Readers think about things they know and have
experienced to help them understand new information that they read or hear about in a
book. In helping students to relate unfamiliar text to their prior knowledge or personal
experiences, opportunities should be provided for students to make connections to the
text. Three connections promote comprehension and bring meaning to print: text-to-self,
text-to-text, and text-to-world. A connection is made anytime one thinks, “That reminds
me of….”


    a. An example of a text-to-self connection activity would be to make a class chart
       listing students and their connections to a story such as Where’s Spot? by Eric
       Hill. Write or “share the pen” as the students make connections with text.


                                           Text to Self Connections
             Name                                         Connection
             Beth                I have a dog.
             Patrick             I hid from my mom in the clothes rack at the store.
             Michelle            I looked all over my house for my toy dog. He was in my
                                 bed.


        Or students may use their literacy response learning logs (view literacy strategy
        descriptions) to draw a picture with a statement (dictated or inventive spelling) to
        record the connection they make.


    b. An example of a text-to-text connection activity is a comparison of The Three
       Little Pigs and The True Story of the Three Little Pigs by Jon Scieszka. A Venn
       diagram or chart can be used to identify similarities and differences between the
       stories. Guide the students in a discussion which compares the two texts, and
       write their responses onto the Venn diagram or chart. Then have the students sign
       their names on a graph under a picture of the pigs or the wolf to indicate which
       story they believed to be the true story. Or the students can draw a picture of a pig
       or wolf in their literacy response learning logs to indicate their belief.




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                                                           Kindergarten ELA – Theme 5 - Family Ties

                                 Text-To-Text Connection




                                                                  The wolf is making a cake.
                                             Three pigs
   ”Little pig, little pig let
    me in.”                                                       The wolf has a cold.
                                              A wolf
”Not by the hair on my                                            "Mr. Pig, Mr. Pig, are you
                                         A straw house
chinny chin chin.”                                                in?"
                                         A stick house            ”I'm shaving the hairs on my
Wolf huffs and puffs and
blows the houses down.                                            shinny chin chin."
                                         A brick house
      st       nd
The 1 and 2 pigs run to                                        The wolf sneezes the houses
                                 The wolf knocks on the doors. down.
their brother’s house.
                                   The third pig is safe in his
The wolf falls in a pot of                                        The 1st and 2nd pigs are eaten.
                                             house.
boiling water.
                                                                  The wolf goes to jail.


The Three Little Pigs                                             The True Story of the Three Little Pigs



  Making connections should take place throughout the school year. It should happen
  naturally with the discussions of books, poems, nursery rhymes, songs, or through
  planned activities. Talking about connection brings meaning to print and fosters
  comprehension. The following links are resources that include explanations and printable
  materials:
          “WiLearns” –
               http://wilearns.state.wi.us/apps/default.asp?cid=710
          These sites contain printable graphic organizers:
               http://www.eduplace.com/kids/hme/k_5/graphorg/
               http://www.eduplace.com/graphicorganizer/
               http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
               http://www.teach-nology.com/worksheets/graphic/

  *Activity 51: Recording Real Life Experiences (ELA CC Unit 1, Activity 3) (GLE
  27)

  Students will use a theme (e.g., foods, lifestyles, customs, or geography) to compare and
  contrast a piece of multicultural literature to their own life experiences. During the small-
  or whole-group discussion, students will be encouraged to express ideas in complete
  sentences and will dictate information for a Venn diagram using analysis questioning
  prompts by teacher.
        Students will identify words and/or pictures as belonging to a culture as they
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                                                        Kindergarten ELA – Theme 5 - Family Ties
          sort information for a t-chart. If words are used, the teacher will read the words
          for the students. If pictures are used, the teacher will model writing from left to
          right as he/she creates labels for the pictures. The teacher and students will
          relate letters as they are written to the beginning letters of students’ names.

Teacher Note: Books that students work to create are often the favorite books in the
classroom. These books should be placed in the reading center for students to read,
and/or they may be sent home with the students to share with their parents. For instance,
two or three students may be chosen each day to take class books home. This may
correspond with the helper chart, or students may be chosen in alphabetical order.
Sending books home with students provides the opportunity for parents to read with their
children, to see what students are learning in the classroom, and to see that being
authors and illustrators is important to students.


Activity-Specific Assessment
The class discussion in which students relate information from multicultural literature to
their own life experiences will be audiotaped, or teachers will create a checklist with
room for anecdotal notes. Items on the checklist may include the following:
         Student uses complete sentences to express thoughts.
         Student recalls factual information from texts.
         Student recalls information about the characters, setting, and events in the
            text.
         Student stays on topic.
         Student relates _________________ to life experience.


Activity 52: Problems and Solutions (Teacher-Made) (GLEs 14c, 14d, 15)
When the story from Harcourt, A Birthday Basket for Tia is used, have students identify
problems from the story and complete a writing work sample by illustrating and/or
writing about possible solutions.

Activity 53: Vivid Descriptions (CC ELA Unit 4, Activity 4) (GLEs 7b, 11, 21, 28,
44)

Materials List: variety of objects appropriate for describing, paper, markers, Sample
Writing Rubric BLM from Unit 2, interactive word wall developed in Unit 2

Students will explore a variety of objects and participate in a class discussion to create
descriptions of the objects. Objects may include natural items, such as shells, tree bark,
grass, flowers, rocks, and fur. Using the five senses, students will be encouraged to
examine textures, sizes, colors, weights, uses, and additional characteristics of the
objects. Students’ descriptions will be recorded by the teacher in the form of complete
sentences. Ask the students to think about how they would like the sentences to be read
(e.g., “It is rough.” or “It is rough!”). Students will choose appropriate punctuation for the
ends of sentences, and the teacher will record the punctuation chosen by the students. The
Sample Writing Rubric BLM from Unit 2 and word wall developed in Unit 2 will be
referred to as resources. Students’ descriptions and the objects will be displayed in the
classroom or will be used to create a class book. If a class book is made, students will
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                                                        Kindergarten ELA – Theme 5 - Family Ties
participate in the process by assisting with typing their names for the cover and title page.
Assist students with capitalization of the first letters of their names and with the use of
the keyboard. This may be done throughout the school year, having objects correlated
around themes or events.
Teacher Note: A thesaurus may be introduced during this activity, depending upon
students’ developmental levels and interests. This activity will increase students’
vocabulary and understanding of language so students can more readily understand the
poetry in this unit.

Students will explore a variety of objects and participate in a class discussion to create
descriptions of the objects. Objects may include natural items, such as shells, tree bark,
grass, flowers, rocks, and fur. Students will be encouraged to examine textures, sizes,
colors, weights, uses, and additional characteristics of the objects, using the five senses.
Students’ descriptions will be recorded by the teacher in the form of complete sentences.
The teacher will ask the students to think about how they would like the sentences to be
read (e.g., “It is rough.” or “It is rough!”). Students will choose appropriate punctuation
for the ends of sentences, and the teacher will record the punctuation chosen by the
students. Students’ descriptions and the objects will be displayed in the classroom or will
be used to create a class book. If a class book is made, students will participate in the
process by assisting with typing their names for the cover and title page. The teacher will
assist students with capitalization of the first letters of their names and with the use of the
keyboard.
Teacher Note: The teacher may introduce a thesaurus during this activity, depending
upon students’ developmental levels and interests. This activity will increase students’
vocabulary and understanding of language so that students can more readily understand
the poetry in this unit.
Activity 54: Understanding Book and Print Concepts by Asking Questions
(Teacher-Made) (GLE 18)

The teacher will choose an appropriate fairy tale (or story) to read aloud. Once students
are familiar with the fairy tale (or story), students will generate questions that deal with
their understanding of that particular fairy tale (or story’s) characters, setting, plot, and
sequence. For example: using Cinderella students can use knowledge of that character to
generate questions concerning the characters, setting, plot and sequencing.

Activity 55: Share Our Favorite Stories (ELA CC Unit 5, Activity 1) (GLEs 7a, 7b,
14b)

Materials List: a variety of books from the classroom or school library, board or chart
paper, markers, sentence strips, props to act out stories, picture cards for sequencing,
reading rubric co-constructed in Unit 1, writing rubric co-constructed in Unit 2

Students will listen to and respond to folktales or stories, such as The Three Bears, Stone
Soup, Rosie’s Walk, Caps for Sale, The Little Red Hen, I Know an Old Lady Who
Swallowed a Fly, The Napping House, If You Give a Mouse a Cookie, etc. The students
will identify the title of the story on the cover. They will use DR-TA (directed reading –
thinking activity) (view literacy strategy descriptions) and make predictions about the
story based on the cover and title. These predictions may be recorded on chart paper or
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                                                       Kindergarten ELA – Theme 5 - Family Ties
the board and reviewed before reading. Ask the students to listen closely to see if their
predictions were correct. Periodically pause to ask which predictions were correct and
gather new predictions. The title will then be reread on the title page. Model left-to-right
progression and introduce the term title page. The reading rubrics co-constructed in Unit
1 will address book and print concepts that are developmentally appropriate for the
students, such as punctuation, directionality, concepts of words and sentences, story
element, etc. Throughout the year, concepts that are addressed will be added to the
reading rubric to foster use of this classroom resource. As the story is shared, stop at
various points to model (think aloud) how to use context and picture cues when inferring
the meaning of unknown vocabulary words. The students will respond to the text through
the following:
    a. Students will participate in the readings by saying the repetitive text. Write the
        refrain on the board, modeling linear and left-to-right progression. Point out the
        beginning capital letter and the spaces between words in the refrain. Discuss the
        punctuation and its meaning. Model the appropriate voice inflections. Students
        will read the refrain as the teacher sweeps from left to right. Students may take
        turns sweeping the refrain from left to right as well. They may use props such as,
        a magic wand, a pointer with a glove or special object on the end, or finger
        pointers. Place materials in the reading center for students to use during retellings.
        This shared reading activity can be modified to address appropriate print and book
        concepts as needed throughout the year.
    b. Students will retell the folktales in the reading center or during group time using
        puppets, flannel board pieces, story necklaces made by the students with a
        computer drawing program (e.g., KidPix®), picture cards with at least five
        pictures to sequence, and murals.

Teacher Note: Demonstrate how to leave spaces between words, using fingers or a tool,
such as a craft stick during modeled writing of refrains. Also refer to the writing rubric
and word wall from Unit 2 to assist with the writing process. Students may then apply
these to their writing, if developmentally ready to do so. It is important to note that
students will be at different stages of the writing process throughout the year. Therefore,
repeated modeling of writing and instructions on using classroom resources are needed
all year long.

Activity 56: Onset and Rime (RE CC Unit 1) (GLEs 1b, 1f)
Phonemic Awareness
Goal: Blends onsets and rimes
The activities below are oral; no print is used. The teacher is saying or reading words to
the children. Manipulatives are important supports for blending activities so that students
have a concrete representation of the onset and the rime. An onset is the consonant or
consonant blend at the beginning of a word, and the rime is the word family that follows
the consonant (pan= /p/ is the onset and /an/ is the rime.)
Sample Activities

1. Whole-Group. Going on a Word Hunt (sitting on the carpet): The teacher plays a
   game called “Going on a Word Hunt” similar to the traditional “Going on a Bear
   Hunt.” The teacher and students tap their hands on their legs and say, “We’re going
   on a word hunt.” The teacher says, “What’s this word?” The students say, “What’s
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                                                      Kindergarten ELA – Theme 5 - Family Ties
    this word?” The teacher slowly stretches or segments the onset and rime “/p/ /an/”
    while sliding his/her hands up his/her legs. The children do the same, and then say it
    quickly, or blend /pan/ moving their hands quickly up their legs. The goal is to have
    students’ segment and blend onset and rimes.
2. Whole-Group. Mystery Box (blending onset and rime): The teacher will place
   various pictures that can be easily segmented into onset and rime into a Mystery Box.
   The teacher will pull one picture at a time without letting the students see the picture
   and segment the name of the picture into onset and rime. For example, the teacher
   says, “I have chosen a picture from our Mystery Box that is a /c/ /at/, /c/ /at/. I
   wonder what this is?” The teacher will call on a student who will then blend the onset
   and rime to say /cat/. The teacher will allow the student to turn the picture over and
   check to see if the picture is indeed a cat. This will be done for several turns. The
   students will keep the pictures, and the entire class will review all of the pictures by
   segmenting and blending the onsets and rimes and putting the pictures back into the
   mystery box. It may be a good idea for the teacher to model the first picture or two.
3. Small-Group. Mystery Box – The teacher can repeat the whole-group activity in
   smaller groups to provide more interaction. Children will have more individual turns,
   and the teacher will have more insight into their ability to blend onsets and rimes.
4. Small-Group. Pocket Chart Pictures – Many picture cards are appropriate for onset-
   rime blending. Teachers can use pictures that are associated with important
   vocabulary in science and social studies and sort them into categories in a pocket
   chart. For example, names of one-syllable fruits and vegetables (beet, bean, corn,
   peas, plum, pear, peach) can be first blended and then sorted. For children to master
   this blending task, many different items and opportunities are necessary.

Activity 57: Syllables—Blending (GLE 1b)
    a. Teacher gives students two parts of a two-syllable compound word, pausing three
       seconds between syllables, and students blend the parts into a word.
    b. Teacher gives students each syllable of a two-syllable word, pausing three
       seconds between syllables, and students blend the parts into a word.
    c. Teacher gives students each syllable of a three-syllable word, pausing three
       seconds between syllables, and students blend the parts into a word.
    d. Teacher asks a student to conduct the class. The teacher whispers the syllables of
       a two- or three-syllable word into the student’s ear. The student then says the
       syllables for the class to blend into a word.

Activity 58: Letter Knowledge (GLE 2a)
    a. Students practice arranging cards of the uppercase and lowercase letters in
       alphabetical order while being timed.
    b. Students continue to be timed as they name uppercase letters and lowercase letters
       introduced from a page of letters arranged in random order. Students try to
       improve their time while accurately naming the letters.

Activity 59: Print Awareness (GLE 7b)
    a. Students point to an exclamation mark at the end of a sentence on a page in an
       age-appropriate read-aloud book.
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                                                        Kindergarten ELA – Theme 5 - Family Ties
    b. On a page the teacher has prepared or in shared writing texts, students circle the
       exclamation marks at the end of sentences. (Teacher may read the sentences to
       students.)
    c. On a page of sentences written without ending punctuation, students determine
       whether an exclamation mark, a question mark, or a period is the appropriate
       punctuation mark and add it to the sentences. (Teacher may read the sentences to
       students.)

Activity 60: Text Composition (CC RE Unit 3)
Goal: Uses invented spelling to label pictures

Text composition allows children to use what they know about the world and to apply
their growing phonemic awareness and alphabet knowledge. Teaching children to use
invented spelling is essential to this goal, as it allows children to write things that they
cannot yet spell independently.
Sample Activities

1. Whole-Group. During shared writing, the teacher models segmenting to spell. First,
   he/she thinks of a word that he/she wants to use. Next, the teacher says, “I am not
   sure how to spell that word. So I’ll just stretch it and spell it the best I can. The word
   is pumpkin. I can hear the /p/ sound, so I’ll write p. I can hear the /u/ sound, so I’ll
   write a u. I can hear the /k/ sound, so I’ll write a k. And I can hear the /n/ sound, so
   I’ll write an n. When I am writing my own stories, and I am working on words that
   aren’t in my books or on the word wall, I stretch and spell.”

2. Small-Group. Students may need additional support in small groups to understand
   the concept of stretching to spell with invented spelling. To focus on this task, the
   teacher can model again, this time using a picture card of a difficult word (e.g.,
   elephant). Then the teacher can distribute a set of pictures to each child, and support
   stretched spelling on white boards, encouraging the children to write the sounds that
   they hear.

3. Small-Group. In a small-group setting, the teacher can use a series of frame
   sentences to allow children to practice their stretched spellings with support. The
   teacher can use references to stories or activities or common experiences that the
   children have shared.
        a. My favorite story is ___________.
        b. I like to eat ____________.
        c. My favorite farm animal is ___________.

4. Independent. Children can work in a word study center to label a set of pictures that
   the teacher has assembled.

5. Independent. Children can draw a response to a read-aloud and then label it.
   Students with more alphabet knowledge may be able to produce a longer response.




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                                                      Kindergarten ELA – Theme 5 - Family Ties

Activity 61: More About the Author (ELA CC Unit 6, Activity 5) (GLEs 20, 24, 29)

Materials List: various texts from the classroom or school library, sentence strips, pocket
chart, markers, pencils, colors, paper, word wall, letter/sound chart, Writing Rubric BLM
from Unit 2
Students will continue to explore an author’s style as they brainstorm (view literacy
strategy descriptions) other possible endings for stories and how the text might change
with that ending. Two stories may be chosen for this activity.
    a. With the first story, students will engage in writing a new ending and will alter the
        text accordingly as a group activity. Lead this activity by asking for students’
        ideas, helping students think about whether their ideas would fit into the story
        they are creating, helping students choose among ideas, and recording students’
        ideas for the new version. Model the use of classroom resources during the
        writing process. The new ending and altered text will be placed in a pocket chart.
        Students will chorally read the new ending (optimally two to four sentences long)
        and explore different voices, expressions, and punctuation. Assist the students
        with identifying the forms of punctuation and their meanings. Students will take
        turns pointing to the words with pointers as the class reads along. They will
        determine which way of reading the material most accurately fits the author’s
        style.
    b. With the second story, students will write their own (individual) new endings to
        the story, using dictation, inventive spelling, illustrations, and/or classroom
        resources (i.e., sound/word wall, peer support, teacher support, Writing Rubric
        BLM from Unit 2) to create the text. The length of the text and amount of
        scaffolding will depend upon the students’ levels of development. A writing
        sample may be collected of the students’ understanding that text is written from
        left to right and top to bottom on the page, that text is linear, and that there are
        spaces between the words. Provide support by assisting students with
        brainstorming ideas, recording students’ dictations, assisting students with
        segmenting words, assisting students with identifying letters and letter sounds,
        and finding words around the room for students to copy. Students will take turns
        reading their compositions to the class.

Some books with endings that could be easily changed include: Fish Is Fish, Alexander
and the Wind-Up Mouse, Strega Nona, Babushka’s Doll, Where the Wild Things Are,
Who’s in Rabbit’s House, and King Bidgood’s in the Bathtub. Set the stage for this
activity by having a template from which students may work. For instance, following the
reading of the book “Alexander and the Wind-Up Mouse,” students may be given the
beginning of a sentence, such as “Alexander wished for _________________, and this is
what happened.” Students may use this template, filling in the blank and then completing
the story.

Activity 62: Acting Out Favorite Stories (ELA CC Unit 6, Activity 7) (GLEs 14b,
39)
Materials List: various texts from the classroom or school library, puppets, flannel board
pieces, picture cards, large paper, color, markers, and story necklaces



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                                                        Kindergarten ELA – Theme 5 - Family Ties
As a shared reading activity, students will retell favorite stories through at least two of the
following:
     a. Students will retell stories with puppets, flannel board pieces, or picture cards.
     b. Students will sequence at least five picture cards during the retelling.
     c. Students will create and choose appropriate props to act out stories in the reading
        or dramatic play centers. They may illustrate a backdrop for the story.
     d. Students will create murals of the sequence of events in the story during a small-
        group time.
     e. Students will act out the story using story necklaces during group times.

Alternative Harcourt Activities

These differentiated support activities can be found in the back of the Teachers’ Guide.
   1. High-Frequency Words pages S2-S3
   2. Phonemic Awareness S4-S5, S10-11
   3. Phonics S6-S9
   4. Comprehension and Skills S12-S13
   5. Specific Letter Activities T2-4
   6. Handwriting Tips R8-11
   7. Student Record Form R17-18

Additional Harcourt Practice Activities

View the Harcourt Website at "http://www.harcourtschool.com"


Technology Related Activities

1. www.starfall.com
2. www.literacycenter.net

3.   PLATO

      GLE               Topic               Level             Module             Activity
                      Upper and                                                 At the Pet
                                                           The World of
        2a            lowercase               A                                 Shop: Bird
                                                               Pets
                        letters                                                 Watching
                                                           Breaking the       Do You Know
        7b            Punctuation             B
                                                               Code             Who I Am
        1f                  Ff                A           Meet Other Pets     A Magical Fish
                                                                                 Goats to
        1f                  Gg                A           Meet Other Pets
                                                                                 Guppies

Supplemental Resources

    See Teacher – Made Supplemental Resources document for materials that correlate to
     skills within this theme.



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                                                   Kindergarten ELA – Theme 5 - Family Ties

Sample Assessment Items

   Kindergarten Report Card Assessment
   Checklist (GLEs 1d, 2b, 12, 14b, 14c, 15, 20, 24, 39)
   Theme test
   Work sample (GLEs 2a, 3a, 25, 29)
   Activity Specific Assessment: *Activity 47, 51 (GLEs 14c, 14d, 27)




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                                                                                  Kindergarten ELA – Theme 5 - Family Ties
     Name/School_________________________________                                            Theme No.:______________

     Grade            ________________________________ Theme Name:________________


                                                    Feedback Form
              This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.



Concern and/or Activity                           Changes needed*                                     Justification for changes
       Number




     * If you suggest an activity substitution, please attach a copy of the activity narrative
     formatted like the activities in the APCC (i.e. GLEs, guiding questions, etc.).



     Kindergarten ELA – Theme 5 - Family Ties                                                                                   72

								
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