Kindergarten Quarter 4
Quarter 4 Common Core Standards Grade KLiterature
Review of all comprehension and literature standards. / Informational- Also integrate into science and social studies
RI.K.3(Reading Informational Text) With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.
RI.K.8 (Reading Informational Text) With prompting and support, identify the reasons an author gives to support points in a text.
Foundational Skills in Reading
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
3b Associates the long and short sounds with common spellings (graphemes) for the five major vowels.
Speaking/Listening Standards
Comprehension and Collaboration
1 / SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
2 / SL.K.2 Confirm understanding of a text read aloud or information presented orally through other media by asking and answering questions about key details and requesting clarification if something is not understood.
3 / SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something not understood.
Presentation of Knowledge and Ideas
4 / SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
5 / SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional details.
6 / SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Kindergarten English Language Arts and Technology Standards
Reading: Information
Key Ideas and Details
/· RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. / · K.IL.1.1 (Knowledge) Identify what information is.
·
Reading Informational Text
Standard:
RI.K.3(Reading Informational Text) With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text.
Comprehension Strategy: Synthesizing with prompting and support
Continue to emphasize schema and visualizing, questioning, monitoring for meaning, determining importance, inferring
Kindergarten Critical Strategy- Connections and Prior Knowledge
Content Objectives / Guiding Questions / Vocabulary / Resources
I can tell a connection between two people in the text
I can tell a connection between two events.
I can tell a connection between two pieces of information in a text.
I can tell how two events go together. (are related)
.
I can tell/draw/model with play dough/ act out how ideas are connected. / How are ____ and ____ similar?
e.g. Do the jobs of doctors and dentists have any similarities? Are there any similarities between Martin Luther King and Abraham Lincoln?
How is _(Abraham Lincoln)_ similar to __ (George Washington)__?
How is _(a firefighter)_ different from _(a police officer)__?
What is the relationship between ____ and ____ in the text?
e.g. What was the relationship between Squanto and the Pilgrims? What is the relationship between firefighters and police officers? How are frogs and tadpoles related?
How is ___ connected to ____?
e.g. How is the chrysalis stage of a butterfly connected to the butterfly stage?
How is __(a butterfly life cycle)__ the same as _(a frog life cycle) ? How are these two ideas different?
What other parts of the text does this part remind you of? Why?
e.g. How does this part of the text connect to what plants need to survive?
Using pictures and words, can you show how ____ and _____ are connected?
e.g. Can you create play dough models that shows what you know about the life of a butterfly? Can you draw how the seasons are connected? / Similar
Relationship
Same
Related
Ideas
Information
Events
Synthesizing
Determining Importance
Inferring
Questioning
Monitoring for Meaning
Schema
Background Knowledge
Visualizing
Connections-text to self, text to text, text to world / Specific Examples of Picture Books for this Standard (that connect with Kindergarten Social Studies and Science standards):
Community Helpers from A to Z by Bobbie Kalman
Social Studies Curriculum Books
My Hero by Joanne Randolph
Emergency! By Gail Gibbons
Ask Nurse Pfaff, She’ll Help You! By Alice Flanagan
Mr. Duvall Reports the News by Jill Duvall
Ms. Davison, Our Librarian by Alice Flanagan
Here Comes Mr. Eventoff with the Mail by Alice Flanagan
Mr. Yee Fixes Cars by Alice Flanagan
We Need Doctors By Lola Schaefer
We need Dentists by Lola Schaefer
We Need Firefighters by Lola Schaefer
What do We Need by
Science and Health Books
Why Do I Wash My Hands by Angela Royston
Go Wash Up: Keeping Clean by Amanda Doering Tourville
The Food Pyramid by Kristin Petrie
The Food Pyramid by Amanda Rondeau
Healthy Eating by Deborah Chancellor
Butterfly by Barrie Watts
Monarch and Milkweed by Helen Frost
Butterfly by Mary Ling
Treasure Resources/ Social Studies Big Books
Seed Secrets by Tom Leonard
Beetles by Adana Eckart
Russ and the Firehouse by Janet Elizabeth Rickert
Oak Trees by Melanie Mitchell
On the Go by Ann Morris
Friends All Around by Miela Ford
What Do We Pay For by Marilyn Salomon
Texts from the Primary Comprehension Toolkit (Enlarged Color Text with Smaller Photocopies)
Time for Kids – Ladybugs Grow Up
Time for Kids – Spiders
Time for Kids – Taking a Trip (migration)
Time for Kids- Amazing Helen Keller
Time for Kids- Welcome to the Rain Forest
Time for Kids- A Butterfly is Born
Time for Kids – How Seeds Spread
Online Resources
“Tumble Books”- access through the SFSD Library page
E-Books- SFSD Library
Other Resources
DRA Kit
Monitoring For Meaning :
Mosaic of Thought by Keene & Zimmermann- Chp. 3
Primary Comprehension Toolkit –Strategy Book 1 – “Monitor Comprehension”
Synthesizing:
Mosaic of Thought by Keene & Zimmerman, Chp. 9
Reading With Meaning by Debbie Miller, Chp. 11
Strategies That Work by Harvey & Goudvis, Chp. 11
Primary Comprehension Toolkit –Strategy Book 6 – “Summarize and Synthesize”
Assessment:
Observations and anecdotal records- noticing students responses
DRA- Developmental Reading Assessment- higher level non-fiction
Performance Assessment- writing/ acting out/ drawing/creating a model
Kindergarten Significant Task- The Significant Task should be created and completed by building grade level teams. See Sample Document
Reading Informational Text
Standard:
RI.K.8 (Reading Informational Text) With prompting and support, identify the reasons an author gives to support points in a text.
Comprehension Strategy: Synthesizing with prompting and support
Continue to emphasize schema and visualizing, questioning, monitoring for meaning, determining importance, inferring
Kindergarten Critical Strategy- Connections and Prior Knowledge
Content Objectives / Guiding Questions / Vocabulary / Resources
I can give reasons for a point.
I can find the main idea.
I can tell the author’s purpose. / What reasons does the author give for ____?
e.g. What reasons does the author give for taking care of your teeth? What factors does the author mention that help plants grow? The author said that George Washington was an important American. What reasons did the author give to tell why?
Do you agree or disagree with the author’s reasons? Why?
Can you think of other reasons to support the author’s point? (e.g. - Are there other reasons George Washington was important?)
Why does the author say ______?
e.g. - Why does the author say it is important to eat healthy foods?
What did the author want us to learn from this book? How did the author make that point?
Can you tell the author’s opinion on this topic? (e.g. - Does the author like spiders? How do you know?) / Author
Reason
Support
Text
Main idea
Author’s purpose
Agree/Disagree
Synthesizing
Determining Importance
Inferring
Questioning
Monitoring for Meaning
Schema
Background Knowledge
Visualizing
Connections-text to self, text to text, text to world / Specific Examples of Picture Books for this Standard (that connect with Kindergarten Social Studies and Science standards):
Community Helpers from A to Z by Bobbie Kalman
Social Studies Curriculum Books
My Hero by Joanne Randolph
Emergency! By Gail Gibbons
Ask Nurse Pfaff, She’ll Help You! By Alice Flanagan
Mr. Duvall Reports the News by Jill Duvall
Ms. Davison, Our Librarian by Alice Flanagan
Here Comes Mr. Eventoff with the Mail by Alice Flanagan
Mr. Yee Fixes Cars by Alice Flanagan
We Need Doctors By Lola Schaefer
We need Dentists by Lola Schaefer
We Need Firefighters by Lola Schaefer
What do We Need by
Science and Health Books
Why Do I Wash My Hands by Angela Royston
Go Wash Up: Keeping Clean by Amanda Doering Tourville
The Food Pyramid by Kristin Petrie
The Food Pyramid by Amanda Rondeau
Healthy Eating by Deborah Chancellor
Treasure Resources/ Social Studies Big Books
Seed Secrets by Tom Leonard
Beetles by Adana Eckart
Russ and the Firehouse by Janet Elizabeth Rickert
Oak Trees by Melanie Mitchell
On the Go by Ann Morris
Friends All Around by Miela Ford
What Do We Pay For by Marilyn Salomon
Texts from the Primary Comprehension Toolkit (Enlarged Color Text with Smaller Photocopies)
Time for Kids – Ladybugs Grow Up
Time for Kids – Spiders
Time for Kids – Taking a Trip (migration)
Time for Kids- Amazing Helen Keller
Time for Kids- Welcome to the Rain Forest
Time for Kids- A Butterfly is Born
Time for Kids – How Seeds Spread
Online Resources
“Tumble Books”- access through the SFSD Library page
E-Books- SFSD Library
Other Resources
DRA Kit
Monitoring For Meaning :
Mosaic of Thought by Keene & Zimmermann- Chp. 3
Primary Comprehension Toolkit –Strategy Book 1 – “Monitor Comprehension”
Synthesizing:
Mosaic of Thought by Keene & Zimmerman, Chp. 9
Reading With Meaning by Debbie Miller, Chp. 11
Strategies That Work by Harvey & Goudvis, Chp. 11
Primary Comprehension Toolkit –Strategy Book 6 – “Summarize and Synthesize”
Assessment:
Observations and anecdotal records- noticing students responses
DRA- Developmental Reading Assessment.
Foundational Skills in Reading- Fluency
Standard:
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
3b Associates the long and short sounds with common spellings (graphemes) for the five major vowels.
Comprehension Strategy: Synthesizing with prompting and support
Continue to emphasize schema and visualizing, questioning, monitoring for meaning, determining importance, inferring
Kindergarten Critical Strategy- Connections and Prior Knowledge
Content Objectives / Guiding Questions / Vocabulary / Resources
I can find short vowel sounds.
I can find long vowel sounds.
I can decode words. / There is a word on this page making the ____ sound. Can you find it?
There is a word on this page making the ____ sound.
i.e. There is a word on this page that is making a long vowel sound. Can you find it?
What sound could that letter(s) make?
How does the “long a” look in different words (e.g. – day, cake, rain)
How does adding “ing” at the end change this word? / Vowel
Sound
Long vowel
Short vowel
letters / Picture Books :
Books by Dr. Seuss
The Nice Mice in the Rice by Brian P. Cleary
Mud is a Cake by Pam Munoz Ryan
A Camping Spree with Mr. Magee by Chris Van Dusen (and other Mr. Magee titles)
Sixteen Cows by Lisa Wheeler
Treasure Resources
Mama Cat Has Three Kittens
Turtle Splash!
Peter’s Chair
Apple Farmer Annie
Yoko
Duck on a Bike
Bear Snores On
Sunflower House
If the Dinosaurs Come Back
Sweet Potato Pie
Online Resources
Kindergarten Portaportal- Blending Sounds section,Starfall.com, bbc.co.uk link and others
Learn 360.com
Tumble Books- access through the SFSD Library page
E-Books- SFSD Library
Other Resources
DRA Kit
Dr. Jean’s Song- “Vowel Cheer” on Kiss Your Brain CD and
“ Sweet Vowels” on Totally Reading CD
Assessment:
Observations and anecdotal records- noticing students responses
DRA- Developmental Reading Assessment.
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