ELA Fourth Quarter Unit 1
Focus Skills: / Literary Reading/Narrative &
Opinion Writing
Criteria / Performance Indicators
/ 1 / 2 / 3 / 4ELACC.K.RF.3
Know and apply grade- level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.
· Produce sound (s) for consonant letters
b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
· Associate short a sound with letter a
· Associate long a sound with CVCe words
· Associate short o sound with letter o
· Associate long o sound with CVCe words
· Associate short e sound with letter e
· Associate long e sound with CVCe words
· Associate short i sound with letter o
· Associate long i sound with CVCe words
· Associate short u sound with letter u
· Associate long u sound with CVCe words
c. Read common high-frequency words by sight. Students should master 50 sight words by end of year.
· Read sight words within context of decodable books
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
· Distinguish between two similarly spelled CVC words
· Identify sounds of the letters that differ in the words
ELACC.K.RF.4
Read emergent-reader texts with purpose and understanding
ELACC.K.RL.1:
With prompting and support, ask and answer questions about key details in a text.
· With prompting and support ask and answer about who, what, when, where, why, and how in literary texts
· With prompting and support ask and answer about making predictions in literary texts
· With prompting and support ask and answer about beginning, middle, and end in literary texts
· With prompting and support ask and answer about inferences in literary texts
· Use images (visualize) from text to ask and answer questions about key details in literary texts
· Use words from literary text to ask and answer questions about key details
· Ask questions when you read, listen, and view literary texts
ELACC.K.RL.2:
With prompting and support, retell familiar stories, including key details.
· Retell stories with beginning, middle, and end
· Retell stories by making connections
· Retell stories orally, through pictures, or in writing
ELACCKRL 3
With prompting and support, identify characters, settings, and major events in a story.
· Identify characters in a story
· Identify settings in a story
· Identify major events in a story
ELACC.K.RL.4:
Ask and answer questions about unknown words in a text.
· Listens to a variety of texts and uses new vocabulary in oral language
· Discusses meaning of words and understands some words have multiple meanings
· Self-monitors to known when a word is not known and asks questions to find meaning
ELACCKRL 5
Recognize common types of texts (e.g., storybooks, poems).
· Recognize characteristics of storybooks
· Recognize characteristics of poems
ELACCKRL 6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
· Name the author in stories
· Name the illustrator in stories
· Define the role of the author in stories
· Define the role of the illustrator in stories
ELACC.K.RL.7:
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
· Describe relationship between pictures and text
· Makes predictions using illustrations and titles
· Uses prior knowledge and illustrations to understand text
ELACC.K.RL.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
· Compare adventures of characters in familiar stories
· Contrast adventures of characters in familiar stories
· Compare experiences of characters in familiar stories
· Contrast experiences of characters in familiar stories
ELACCKRL 10
Actively engage in group reading activities with purpose and understanding.
· Use purpose to engage reading
· Use understanding (knowledge) to engage reading
ELACC.K.W.1:
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (My favorite book is ….)
· Draw and write an opinion piece
Ø Tell about the topic
Ø State an opinion
· May use words, illustrations, and graphics to support opinion
ELACC.K.W.3:
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
· Draw and write a narrative about an event
Ø Tell about the event in correct order
Ø Provide a reaction to what happened
· May use words, illustrations, and graphics to narrative writing
ELACC.K.SL.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional details.
· Describe familiar people, places, things, and events
· Add details to describe familiar people, places, things, and events
ELACC.K.SL.5:
Add drawings or other visual displays to descriptions as desired to provide additional detail.
· Add drawings for additional details
· Add visual displays for additional details
ELACC.K.L.1:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print many upper- and lowercase letters.
· Print uppercase letters
· Print lowercase letters
· Prints name
b. Use frequently occurring nouns and verbs
· Uses nouns in speaking and writing
· Uses verbs in speaking and writing
c. Form regular plural nouns orally by adding /s/, or /es/ (e.g., dog, dogs; wish, wishes) when speaking.
· Forms plural nouns by adding s
· Forms plural nouns by adding es
· Uses plural nouns when speaking and writing
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
· Understand question words
· Use question words in speaking and writing
e. Use the most frequently occurring prepositions (e.g. to, from, in , out, on, off, for, of, by, with)
· Use prepositions in speaking
· Use prepositions in writing
f. Produce and expand complete sentences in shared language activities.
· Produce complete sentences in shared language activities when speaking and writing
· Expand complete sentences in shared language activities when speaking and writing
ELACC.K.L.2:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I
· Understands all sentences begin with capital letters
· Begins to use capitalization at the beginning of sentences in own writing
· Understands pronoun I should be written with capital letter
· Begins to write pronoun I with capital letter in own writing
b. Recognize and name end punctuation.
· Understands punctuation is used in all written sentences
· Recognize purpose of period at the end of sentences
· Recognize purpose of question mark at the end of sentences
· Recognize purpose of exclamation point at the end of sentences
· Begins to use end punctuation in own writing
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
· Write letter (s) for consonant sounds
· Write letter for short vowel sounds
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationship.
· Use phonetic spelling for CVC words
· Begins to use phonetic spellings for CVCe words
ELACC.K.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck as a bird and learning the verb to duck).
· Understand multiple meaning words and how they are used
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
· Use inflections (-ed, -s) to help with word meaning
· Use affixes (prefixes and suffixes) (re-, un-, pre-, -ful, -less) to help with word meaning
ELACC.K.L.5:
With guidance and support from adults, explore word relationships and nuances in word meanings.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)
· Demonstrate understanding of verbs and their opposites
· Demonstrate understanding of adjectives and their opposites
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
· Verb synonyms
ELACC.K.L.6:
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
1
Credit for Templates:
From Standards to Rubrics in 6 Steps: Tools for Assessing Student Learning, K-8
Written by Kay Burke and published by Corwin Press
http://www.corwinpress.com
Troup County Schools 2013
Teacher Checklist – Fourth Quarter Unit 1
ELA Common Core