BUREAU OF INDIAN EDUCATION

NAVAJO REGION CURRICULUM FRAMEWORK

KINDERGARTEN ENGLISH LANGUAGE ARTS

I=Introduce R=Reinforce S=Secure E=Extend

Reading - Literature / Instructional Targets/Learning Expectations: / Quarter 1 / Quarter 2 / Quarter 3 / Quarter 4
K.RL.1. With prompting and support, ask and answer questions about key details in a text. / · Identify key details of a text / I / R / R / S
· Ask questions about key details in a text / I / R / R
·  Answer questions about key details in a text / I / R / R / S
K.RL.2. With prompting and support, retell familiar stories, including key details / · Identify key details of a story / I / R / R / R
·  Retell a familiar story including key details / I / R / R
K.RL.3. With prompting and support, identify characters, settings, and major events in a story. / · Define and identify character / I / R / S / E
· Define and identify setting / I / R / R / S
·  Define and identify major events / I / R / R
K.RL.4. Ask and answer questions about unknown words in a text. / · Identify unknown words in a text / I / R / S / S
· Recognize that a question requires an answer. / I / R / S
· Formulate a question about unknown words in a text / I / R / S
·  Use resources/strategies to answer questions about unknown words in text / I / R / S
K.RL.5. Recognize common types of texts (e.g., storybooks, poems). / · Recognize common types of text such as storybooks / I / R / R / S
·  Recognize common types of text such as poems / I / R / R / S
K.RL.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 and the illustrator / I / R / S / S
· Define author purpose / I / R / S / S
·  Define illustrator purpose / I / R / S / S
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 a moment in a story using the illustrations / I / R / S
·  Describe how the illustrations and story are related / I / R / S
K.RL.8. NOT APPLICABLE
K.RL.9 With prompting and support compare and contrast the adventures and experiences of characters in familiar stories. / · Recognize characters in familiar stories / I / R / S / S
· Determine similarities and differences of adventures and experiences in familiar stories / I / S / S
· Compare adventures and experiences / I / R / R
·  Contrast adventures and experiences / I / R / R
K.RL.10 Actively engage in group reading activities with purpose and understanding. / · Engage in group reading activities regarding key ideas and details / I / R / R / S
· Engage in group reading activities regarding craft and structure / I / R / R / S
· Engage in group reading activities regarding integration of knowledge and ideas / I / R / R / S
· Understand activities that reflect purpose and understanding of text / I / R / R / S
· Engage in group reading activities analyzing key ideas and details / I / R / S
· Engage in group reading activities analyzing craft and structure / I / R / S
· Engage in group reading activities analyzing integration of knowledge and ideas / I / R / S
·  Apply activities that reflect purpose and understanding of text / I / R / S
Reading – Informational Text / Learning Expectations/Instructional Targets / Quarter 1 / Quarter 2 / Quarter 3 / Quarter 4
K.RI.1. With prompting and support, ask and answer questions about key details in a text. / · Identify key details in an informational text / I / R / R / S
· Ask questions about the key details in an informational text / I / R / S
·  Answer questions about key ideas in informational text / I / R / R / S
K.RI.2. With prompting and support, identify the main topic and retell key details of a text. / · Identify the main topic of a text / I / R / R / S
· Retell key details of a text / I / R / S
·  Identify the key details of a text / I / R / R / S
K.RI.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. / · Identify key details about an individual in an informational text / I / R / S
· Identify details about events or ideas in an informational text / I / R / S
· Discuss the connection between two individuals, events, ideal or pieces of information / I / R / R
·  Identify the relationship between elements in an informational piece / I / R / R
K.RI.4. With prompting and support, ask and answer questions about unknown words in a text. / · Identify unknown words / I / R / R / S
· Recognize that a question requires an answer / I / S / S
· Formulate a question about unknown words in a text / I / R / S
·  Answer questions about unknown words in a text / I / R / S
K.RI.5 Identify the front cover, back cover, and title page of a book. / ·  Identify front cover, back cover, and title page / I / R / S / E / E / E
K.RI.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. / · Name the author and the illustrator / I / R / R / S
·  Define what an author and an illustrator do / I / R / S / S
K.RI.7 With prompting and support describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing, or idea in the text an illustration depicts). / · Identify illustrations and text / I / I / S / S
· Describe people, places and things illustrations depict / I / R / S
· Describe ideas illustrations depict / I / R / S
·  Describe the relationship between illustrations and a text / I / R / S
· Identify illustrations and text / I / R / S
K.RI.8 With prompting and support, identify the reasons an author gives to support points in a text. / · Identify the reasons an author gives to support point(s) / I / R / R
K.RI.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). / · Identify basic similarities between two texts on the same topic / I / R
·  Identify differences between two texts on the same topic / I / R
K.RI.10 Actively engage in group reading activities with purpose and understanding. / · Engage in group reading activities: key ideas and details / I / R / R / S
· Engage in group reading activities: craft and structure / I / R / R / S
· Engage in group reading activities: integration of knowledge and ideas / I / R / R / S
· Understand activities that reflect purpose and understanding / I / R / R / S
· Engage in group reading activities: key ideas and details / I / R / S
· Engage in group reading activities: craft and structure / I / R / S
· Engage in group reading activities: integration of knowledge and ideas / I / R / S
·  Apply activities that reflect purpose and understanding of text / I / R / S
Reading – Foundational Skills / Learning Expectations/Instructional Targets: / Quarter 1 / Quarter 2 / Quarter 3 / Quarter 4
K.RF.1. Demonstrate understanding of the organization and basic features of print. / · Identify features of a sentence / I / R / S / E
·  Use the distinguishing features of a sentence / I / R / S / E
K.RF.1a. Follow words from left to right, top to bottom, page by page / · Recognize that words on a page progress from left to right, top to bottom, and page by page / I / R / S / E
·  Follow words from left to right, top to bottom, and page by page / I / R / S / E
K.RF.1b. Recognize that spoken words are presented in written language by specific letter sequence / · Follow words from left to right, top to bottom, and page by page / I / R / S / E
K.RF.1c. Understand that words are separated by spaces in print / · Understand that words are separated by spaces / I / R / S / E
K.RF.1d. Recognize and name all upper- and lowercase letters of the alphabet / · Recognize and name all upper- and lowercase letters / I / R / S / E
·  Name all upper- and lowercase alphabet letters / I / R / S / E
K.RF.2a Recognize and produce rhyming words. / · Recognize rhyming words – short vowel sounds, initial and ending sounds / I / R / S / E
·  Produce rhyming words / I / R / S / E
K.RF.2b Count, pronounce, blend, and segment syllables in spoken words. / · Count syllables in spoken words / I / R / S / E
· Pronounce syllables in spoken words / I / R / S / E
· Blend syllables in spoken words / I / R / S / E
·  Segment syllables in spoken words / I / R / S / E
K.RF.2c Blend and segment onsets and rimes of single-syllable spoken words. / · Blend and segment onsets and rimes of single-syllable spoken words / I / R / S / E
K.RF.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/,/r/, or /x/.) / · Isolate and pronounce CVC words to recognize the initial, medial vowel and final sounds / I / R / S / E
K.RF.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. / · Recognize rhyming words – short vowel sounds, initial and ending sounds / I / R / S / E
· Add individual sounds to simple one syllable words to make new words / I / R / S
·  Substitute individual sounds to simple, one syllable words to make new words / I / R / S
K.RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. / · Recognize one-to-one letter correspondence for each consonant / I / R / S / E
· Distinguish the differing sounds of consonants / I / R / S / E
·  Say the sound that corresponds to the consonant / I / R / S / E
K.RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. / · Identify the five short vowels with common spellings / I / R / S / E
· Identify the five long vowels with common spellings / I / R
·  Distinguish the differing sounds of consonants / I / R
K.RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). / · Recognize high-frequency sight words / I / R / S / E
·  Read high-frequency sight words / I / R / S / E
K.RF.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ. / · Recognize words that are similarly spelled / I / R / S / E
· Identify the sounds of the letters that are different / I / R / S / E
· Determine the pattern of a word / I / R / S / E
·  Read words that have a similar word pattern and identify the sounds and letters that are different / I / R / S / E
K.RF.4 Read with sufficient accuracy and fluency to support comprehension. / · Identify and understand foundational skills for Reading #1-3 / I / R / S
· Recognize that there are different purposes for reading emergent reader texts / I / R / S
· Apply foundational skills in Reading #1-3 / I / R / S
· Determine the purpose for reading emergent-reader texts / I / R / S
·  Read emergent-reader texts with purpose and for understanding / I / R / S
Writing / Learning Expectations/Instructional Targets: / Quarter 1 / Quarter 2 / Quarter 3 / Quarter 4
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 (e.g., My favorite book is. . .). / ·  Identify the title of a book or topic to write about / I / R / R / S
·  Recognize what an opinion is / I / R / R
·  Write an opinion piece that introduces the topic or book - demonstrate a combination of drawing, dictating, and writing / I / R / R
·  Write an opinion piece that introduces the topic or book - include the topic or title of a book / I / R / R
·  Write an opinion piece that introduces the topic or book – state an opinion or preference about the topic or book / I / R
·  Write an opinion piece that provides a sense of closure / I / R
K.W.2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about / · Identify an informative/explanatory text / I / R / R / S
· Select a topic for an informative/explanatory writing / I / R
· Combine drawing, dictation, and writing to compose informational/explanatory text to supply additional information / I
· Write an informative/explanatory text in which they name a topic / I
·  Write an informative/explanatory text in which they supply some information / I / R / R
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 / · Choose a single event to discuss / I / R / R / S
· Distinguish between relevant and irrelevant details / I / R / R
· Sequence relevant events / I / R / R
· React to the event / I / R / R
· Draw, dictate, and/or write a narrative piece which contains relevant details / I / R
· Draw, dictate, and/or write a narrative piece which contains a logical sequence of events / I / R
·  Draw, dictate, and/or write a narrative piece which contains a reaction / I / R
K.W.4. Begins in Grade 3.
K.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. / · Recognize how to respond to questions and suggestions from peers / I / R / R / S