Kindergarten Language Arts Curriculum Map
The mission of the Marblehead English/Language Arts department is to provide a challenging curriculum that enables students to read, write, speak, and
think critically, effectively, and with personal investment. Our goal is to create learners who apply and enjoy literacy throughout their lives.
Key Goals Materials/
Students will know Units/Topics Time Frame Activities Assessments
and be able to:
Resources
Literature Strand (MA Frameworks)
• Demonstrate understanding of the Core authors/books: • Daily shared reading • Read-alouds Teacher • Language Arts
forms and functions of written Author Eric Carle observation Curriculum
English: (a) that print contains Author Lois Ehlert Running records Notebook
• Daily read-alouds • Shared reading
message; (b) how to handle a The Snowy Day by Discussions
book; (c) directionality of print; (d) • Debbie Miller’s
spacing between words; (e)
Keats • Partner reading Reading Reading with
sentences are made up of Mother Goose rhymes • Each author and response Meaning
separate words. Mother Goose: at • Independent reading Written work • Books by Eric
Standard 7.1 least ten lessons Letter I.D. and Carle
• Make predictions using schema, each • Guided reading Sound (Clay) • Books by Lois
pictures, and text in fiction and Additional topics: October and Ehlert
(early leveled books)
nonfiction text. Read-alouds of all January, plus
Standards 8.1; 8.4; 13.3
• Nonfiction: at least • Mother Goose
kinds twenty lessons • Independent reading June, if rhymes
• Retell a main event from a story or Poetry and songs necessary
important facts from a text, heard throughout the year • Poems, songs,
or read.
Nonfiction, especially • Retelling Concepts about interactive charts
Standards 8.2; 8.5 related to dinosaurs, Print (Clay)- • Classroom
• Ask questions about the important space, nature, and • Independent or January, plus library of trade
• Storytelling
characters, settings, and events. community guided reading: at June, if books, picture
Standard 8.3 Independent choices least three times per necessary books, emergent
• Identify connections in plot,
• Discussions
and early leveled books week (20 minutes or Rhyming reading books in
setting, and character among the Assessment
works of an author or illustrator
more) • Use of environmental fiction and
(before March nonfiction
(i.e. Eric Carle; Lois Ehlert). print report card)
Standard 9.1 • Big books
• Identify connections in the same
Hearing Sounds
• Mini-lessons on authors, • Library
work by different authors/illustrators in Words (Clay)-
nursery rhymes, stories, June • Book room for
(i.e. alphabet books; nursery emergent level
nonfiction Developmental
rhymes).
Standard 9.2 Reading reading books
• Identify differences among the • Mini-lessons on decoding, Assessment • Environmental
common forms of literature: vocabulary, and (D.R.A.)-June, print
poetry, prose, fiction, nonfiction, comprehension and through the • Play centers (i.e.
and dramatic literature. post office,
year, as
Standard 10.1 restaurant)
• Connect themes (big ideas) in
appropriate
Teacher-student • Author videos
works of fiction and nonfiction to
personal experience. conferences • Author web sites
Standard 11.1 • Anecdotal notes
• Identify the elements of plot,
character, and setting in a favorite
story.
S. Gravel
K-6 Curriculum Coordinator
Kindergarten Language Arts Curriculum Map
The mission of the Marblehead English/Language Arts department is to provide a challenging curriculum that enables students to read, write, speak, and
think critically, effectively, and with personal investment. Our goal is to create learners who apply and enjoy literacy throughout their lives.
Standard 12.1
• Begin to identify a regular beat
and rhyming in words in poetry.
Standard 14.1
• Begin to identify sensory words.
Standard 15.1
• Identify familiar forms of traditional
literature (i.e. Mother Goose
rhymes, fairy tales).
Standard 16.1
• Begin to identify recurring phrases
in fairy tales (i.e. Once upon a
time).
Standard 16.3
• Begin to identify elements of
dialogue and use them in informal
plays.
Standard 17.1
• Begin to perform stories and
poems for an audience using eye
contact and enunciation of words.
Standard 18.1
Composition Strand (MA Frameworks)
Draw pictures, use letters and Genres: ~Writing Workshop • Writing Workshop, including • Written work • Writing process
phonetically spelled words to ongoing, three times per teacher-student and peer materials
write a story or give others Recount (retelling) week; each genre 3-4 conferences including Lucy
• Teacher
information.
weeks checklists Calkins’ Units of
Standard 19.1
Dictate sentences for a story, Personal narrative • Writing process: Study in Writing
letter, or directions and ~ Helping students
collaborate to put the sentences Poetry brainstorm an idea • Discussion; • Six plus One
in chronological sequence. ~ Illustrating idea sharing Traits materials
Standard 19.2 Letters (thank you) ~ Writing
Use a variety of forms or genres ~ Conferring with teacher • Portfolio • Varied paper
when writing for different Journals ~ Sharing and writing
purposes.
Standard 20.1 supplies
After writing or dictating a Nonfiction writing in • Six plus One Traits of • Teacher-student
composition, identify words that science and social Writing, as appropriate conferences • Folder/Portfolio
could be added to make the studies (i.e. space,
thought clearer or more dinosaurs, community) Special events and • Flip chart
expressive. presentations
Standard 21.1
Print upper and lower case • Books; big
letters of the alphabet. books
Standard 22.1
Arrange events in order when • Student work
writing or dictating.
S. Gravel
K-6 Curriculum Coordinator
Kindergarten Language Arts Curriculum Map
The mission of the Marblehead English/Language Arts department is to provide a challenging curriculum that enables students to read, write, speak, and
think critically, effectively, and with personal investment. Our goal is to create learners who apply and enjoy literacy throughout their lives.
Standard 23.1 • Templates
Generate questions about
resources in class and/or the
library.
Standard 24.1
Begin to support judgments
about classroom activities or
presentations.
Standard 25.1
Language/Word Study Strand (MA Frameworks)
• Follow agreed-upon rules for • Name and write lower • Daily instruction using • Fundations whole group, • Written work • Fundations
discussion. and upper case letters. the Fundations small group, and phonics and
Standard 1.1 phonics and spelling independent activities spelling program
• Sequence letters of the • Clay
• Contribute knowledge to class program
alphabet. • Word play assessment
discussion or presentation.
Standards 2.1; 3.1 • Name sounds of • Word wall • Magnetic boards
• Identify and sort common words consonants and short • Integrated with • Making words • Fundations and letters
into classifications (i.e. colors, vowels when given the shared, oral, and • Interactive reading and assessments
shapes). letter. individual reading and writing • Pocket charts
Standard 4.1 • Segment words into writing • Class meetings • Rhyming
• Describe common objects in syllables. assessment • Interactive
• Sharing times
general and specific language. charts
• Segment and spell
Standard 4.2
• Use language to express spatial
three-sound short • Teacher-student
and temporal relationships vowel words (i.e. c-a-t). conferences • Environmental
(i.e. up/down; before/after). • Begin to understand print
Standard 5.1 and apply rhyming
• Identify correct capitalization for skills. • Sound cards
names (i.e. Name, I) and ending • Apply phonemic
punctuation (i.e. periods). awareness skills: sound • Word Matters by
Standards 5.3; 5.4
manipulation of initial Fountas/Pinnell
• Begin to identify formal and
informal language in stories,
and final sounds
poems, and plays.
Standard 6.1
Media/Presentation Strand (MA Frameworks)
• Participate in a variety of viewing, • Link to interdisciplinary • Embedded in • Internet • Teacher • Computer
speaking, and listening activities. studies. literature/ writing units • Library skills observation • Films
Standards 3.1; 3.2
• Library/Media • Presentations, alone and in • Checklists
curriculum group
S. Gravel
K-6 Curriculum Coordinator