SAUSD Common Core Aligned Curriculum Map: ELA Grade K

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKSAUSDGradeLevelCurriculumMap

ThesecurriculummapsaredesignedtoaddressCCSSLiteracyoutcomes.Theoverarchingfocusforallcurriculummapsisbuildingstudent’scontentknowledgeandliteracyskillsastheydevelopknowledgeabouttheworld.

1.Eachunitprovidesseveralweeksofinstruction.Eachunitalsoincludesformativeandsummativeassessments.

2.Takenasawhole,thiscurriculummapisdesignedtogiveteachersrecommendationsandsomeconcretestrategiestoaddresstheshiftsrequiredbyCCSS.

3.NotethatthecurriculummapaddressesallcomponentsofELAexceptforthe“greensection”ofOCR/LanguageArts.Teachersshouldcontinueteachingthe“theGreenSection”asitissequencedinOpenCourtReading.Research(NRP)hasshownthatsystematicphonicsinstructionproducessignificantbenefitsforstudentsinkindergartenthrough6thgradeandOpenCourtReadinggreensectionoffersasystematicscopeandsequenceofphonicsinstruction.

4.Theselectedtextsinthiscurriculummaprepresentonlyonetypeofthereadingthatstudentsmustdotobecomeproficientreaders.Aqualityinstructionalprogramwillinclude:

ComplexTextforCloseReading,bothinformationalandnarrative(asaddressedinthiscurriculummap)

DecodableTextsforStudentsstillbuildingphonicsskills(asaddressedinOCRGreenSection)

Readingatstudent’sindividualleveltobuildfluency,vocabulary,andcomprehension(asaddressedthroughworkshopstrategies,interventionorAcceleratedReader,etc.)

Components

a.CCCSSShifts:reviewsSAUSD’sapproachtotheCommonCoreLiteracyShiftswhichguidedthecurriculummap.

b.YearataGlance:providesaquicklookintoeachunitofstudy.Itincludesthebigidea,andessentialquestions,corecomplextextschosenthroughcloseanalysisandtheperformancetask.(seefurtherexplanationofthecriteriabelow).Theamountoftimespentforeachunitisalsoincluded.

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKb.NarrativeOverview:describesthepurposefortheunit,theconnectionswithpreviousandsubsequentunits,standardsaddressed,andtheunitanchortext(s).

c.CurriculumMap:TheCurriculumMapispresentedbytrimester.Eachtrimesterincludes:

UnitTitle:TheseareeitherthetitleoftheOpenCourtUnititself,orwhenapplicable,theSAUSDCommonCoreUnitofStudy

Daterangeandnumberofweeks:Includestheapproximatedateswhentheunitwillbetaughtandtheestimatednumberofweeksclassroomswillspendontheunit.Theflexibilityofferedbyarangeofdatesallowsforteacherstouseformativeassessmentandberesponsivetotheneedsofstudents.Inthisvein,anestimatedrangeofdatesisconducivetosupportingstudentsindevelopingadeepunderstandingwhichpromotestransferofknowledgeandskillstoothercontexts.

PerformanceTask:Theperformancetaskisaculminatingactivitythatallowsstudentstoapplythebothcontentknowledgeandliteracyskillsgainedthroughouttheunit.Itisarelevantandreal‐lifeapplicationthatinvolvesreading,writing,andoftenpresentingistiedthebigideaandessentialquestionsfortheunit.Theperformancetaskmightbecollaborativeorindependentinnature.Teacherswillmakedecisionsaboutthestrategiesandscaffoldsneededtosupportstudentsinthetask.

BigIdeasandEssentialQuestions:Thebigideaforeachunitisastatementdescribingtheuniversalthemeoftheunit.Theessentialquestionsdrivetheinquiryaroundthebigidea.Thetextsandtasksarealignedtothebigideaandessentialquestionsthatstudentswillexplorethroughouttheunit.

ComplexTexts:WelookatourOpenCourtselectionsinanewway.Wewillspendmoretimeonkeyselectionsandhavetheoptiontousesomeotherselectionsinflexiblewaysbasedonstudentneeds.Inthecurriculummaps,textselectionsareidentifiedasanchor,standard,read‐aloud,oroptionalbasedontheircentralitytotheunit:

o AnchorText:Theseselectionsarecentraltotheunit.Theyarecomplexandcloselyalignedtothebigideaandessentialquestionsoftheunit.TheyprovidemultipleopportunitiesforteachingthequalitativeaspectsoftextandtheCCSSstandards.Teacherswillwanttospendanextendedperiodoftime(upto2weeks)inordertoteachtheseselectionsindepth.Witheachanchortext,studentswillcloselyreadforavarietyofpurposestodeeplyexplorethetext,engageincollaborativeconversationssurroundingthetext,andwritetheirowntextsusingtheselectionasasource.TheanchortextpresentsmanyopportunitiestoaddresstheCCSSliteracyshiftsasstudentsbuildknowledgeastheyread,write,andspeakaboutacomplextextusingacademiclanguage.

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKo StandardTexts:Theseselections,whileanimportantpartoftheunit,won’trequirethesamedepthofreadingasthe

anchortexts.Teacherswillwanttospendaboutoneweekofinstructionontheseselections,toinclude:reading,askingandansweringtextdependentquestions,andparticipatingincollaborativeconversations.

o Read‐AloudTexts:Theseselectionslinktotheunitbigideaandessentialquestions,butbasedonqualitativeanalysisandtimeconstraints,itissuggestedthattheseselectionarereadaloudtostudentssoastoallowmoretimeforanchorandstandardtexts.Althoughteacherswillstillasktextdependentquestionsandhavestudentsinteractduringthereadaloud,thismightbeaccomplishedinonesittingandotherextendedactivitiesaren’trequired.Read‐aloudtextsalsoprovideopportunitiesforstudentstohaveaccesstotextsthatmightotherwisebeattheirfrustrationreadinglevelwhilesimultaneouslydevelopinglisteningskills.

o OptionalTexts:Thoughmanyoftheseselectionshavemerit,theyareoptionalinordertomakemoretimeforanchorandstandardtexts.Teachersmaychoosetoskipthesetextsorusetheminotherflexibleways.

ContentStandards:WhenthereareconnectionstoHistorySocial/ScienceorSciencestandards,thosestandardsareindicatedhere.Thoughtheunitconceptsconnecttothesestandards,additionalinstructionmightbeneededtofullyaddressthecontentstandards

CCSSStandards:TheCommonCoreStandardsaddressedineachunitforreading,writing,speakingandlistening,andlanguageareidentified.Thesestandardsshouldbeaddressedthroughquestioningandstudenttasks.Standardsare“bundled”andnottaughtinisolationsotheyrepresentauthenticexperiences.

o Note:thedistinctionbetweenstandards“acrossunits”vs.“centraltothisunit”.Standardslabeled“acrossunits”arefoundationaltotheCCSSshifts,andthereforearetaughtearlyandreinforcedthroughtheyear.Standardscentralforthisunitarethefocusforthatspecificunit.

Cross‐ContentRealWorldConnection:Toproviderelevancetostudents,asidentifiedintheshiftsandSAUSDTheoreticalFramework,thecross‐content,realworldconnectionstotheunitareindicated.Theemphasisoflearningistheapplicationofknowledgetorealworldexperiences.Thisgivespurposetolearning,whichismotivatingtostudents.

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKCommonCoreEnglishLanguageArtsShifts

Buildingknowledgethroughcontent‐richnonfiction

SAUSD’sapproachemphasizeseffectiveliteracyinstructionthroughtheuseofcompellingtopicsthatengagestudentsininformationalandliterarytexts.Thetextsaresequencedaroundatopicleadingtothebigideaandessentialquestionsinordertoprovideaclearandexplicitpurposeforinstruction.

Curriculumincludesarichvarietyoftexts,includingliterature,nonfiction,media,primarysources,visuals. Curriculumisbasedinpartonwhatresourcesteacherslikelyalreadyhave,butalsoincludesadditional

authentictextsneededtocraftacoherentlearningprogressionwithinandamonggradelevels.Reading,writing,andspeakinggroundedinevidencefromtext,bothliteraryandinformational

SAUSD’sapproachemphasizesworkingwithevidence,includingstudentsself‐assessing,learningtoaskstrongtext‐dependentstrategicquestionsastheyread.Itemphasizesperformancetasksthatrequirestudentstocitetextualevidence,toreviseandreflectontheirownwritingaswellastheirpeers’writing.Itemphasizesstudentsbuildingexpertiseaboutatopicandoftensharingthatexpertisewithclassmatesorawideraudience.

Throughoutinstruction,studentsareaskedtoreturntothetextthroughsequenced,rich,andrigorousevidencebasedquestioning,discussions,andvaried,engagingtasks.

Studentswriteroutinely,includingabalanceofon‐demandandprocesswriting.Studentswilldrawevidencefromtextstoproduceclearandcoherentwritingthatinforms,explains,ormakesanargumentinvariouswrittenforms.

Allend‐of‐unitperformancetasksdirectlybuildonthereadingstudentshavebeendoingintheunit.Manyaredesignedtobuildstudents’engagementbyaskingthemtodoamorereal‐worldtask.

Performancetasksmayincludenarratives,butemphasizeinformativeandargumentativewriting.Regularpracticewithcomplextextanditsacademiclanguage

SAUSD’sapproachemphasizesactivereadingofcomplextextsbyallstudents.Studentswillreadaprogressionofcomplextextsandfocusonbuildingacademiclanguageandsyntaxincontext.

Textsarechosentoreflectavarietyoffactors:Lexilelevel,complexityofthetopic/concept,theappropriatenessofthetextgiventhespecificliteracystandardortask.

Textscultivatestudents’interests,arerelevanttotheirculture,andengagetheminreading,writing,andspeaking.

Curriculumdirectlyaddresssupportsformeetingtheneedsofawiderangeoflearnersinorderforeverystudenttobecomeamoreproficientandindependentreader.

CurriculumemphasizesacademicanddomainspecificvocabularyaswellasotherwordsELLsorotherstrugglingreadersmightnotknow

Curriculumstronglyemphasizesteachingstudentshowtofigureoutwordsincontext. Studentsareexpectedtodoregularindependentreadingtobuildonconceptsandideasineachunit.

Researchshowsthatstudentsmustreadahighvolumeoftextattheirreadinglevelinordertobuildastrongvocabulary.

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeK

Year‐at‐a‐Glance

Title Time Performance Task Big Idea Essential Questions Core Texts Unit 1: School

4 weeks

Early

September to Early October

TSW introduce themselves to their classmates using an LP and talking stick.

Facing new experiences can be both exciting and frightening.

1. How did you feel on the first day of school? 2. How can we make our class a nice place to come every day?

‐ Chrysanthemum (Optional)

‐ Look Out Kinder, Here I Come! (Anchor)

‐ Boomer Goes to School (Standard)

‐ Brought a Worm (Optional)

Unit 2:

Shadows

4

Weeks

Early October to

Late October

• TSW create shadows using light and surface.

Shadows change. 1. How do you make a shadow? 2. What makes shadows change?3. Where can you find a shadow?

‐ What Makes a Shadow? (Optional)

‐ Shadows(Read aloud) ‐ The Wolf and his

Shadows (Optional) ‐ My Shadows(Standard) ‐ Nothing Sticks Like a

Shadow(Standard)

Unit 3: CCSS Unit Working Together is Better

4

Weeks Early

November to Mid

December

• Drawandwriteaboutwhatwaslearnedaboutworkingtogetherindividuallyonaculminatingmural.

Workingcollaborativelyhelpsustobuildrelationshipsandreachcommongoals.

1.Whataresomecommongoalspeopleofdifferentculturesshare?Whydopeoplehelpotherstosurvive?2.Whataresomecommongoalsthatthestudentsintheclassroomshare?3.Howcanworkingtogetherhelpustoachieveourgoals?

‐ WorkingTogether:WampanoagandPilgrims(Anchor)

‐ ABCBestThanksgiving(standard)

‐ MakingFriends(standard)

‐ Unit 4: CCSS Unit Weather

4 Weeks

• TSW create and present a meteorology report in collaborative groups.

Weather happens in predictable patterns.

1. How does weather impact our daily lives?

2. How can we observe weather?3. How does weather change

‐ Seasons and Weather (Anchor text)

‐ Can you see the Wind? (Optional)


Mid January

To Mid

February

over time?

‐ What Happens when the Wind Blows (Anchor)

‐ Gilberto and the Wind (Standard)

‐ Wind Says Goodnight(Standard)

Unit 5: Stick to It

4

Weeks Mid

February to Mid March

• TSW retell the story The Great Big Enormous Turnip through Readers Theater.

Perseverance can lead to great rewards.

1. What are examples of perseverance?

2. Why is perseverance important?

3. How of people of long ago show perseverance?

4. How do difference people show perseverance?

‐ Bunny Cakes (Optional) ‐ The Great Enormous

Turnip (Anchor) ‐ Tillie and the

Wall(Standard) ‐ Wanda’s Roses

(Optional)

Unit 6: Red, White, and Blue

4

Weeks

Mid March To

Mid April

• TSW work in pairs to create a symbol that represents the classroom.

Patriotism is love and loyalty to our country.

1. How do we show our patriotism?

2. Why are symbols to be considered to be our country?

‐ A Flag For Our Country (Optional)

‐ Patriotism (Anchor) ‐ America the

Beautiful(Standard) ‐ Hats Off for the 4th of

July(Standard) ‐ American Wei

(Optional)

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKUnit 7: Team Work Common Core

4 Weeks

Mid April To

Mid May

Perform Little Red Hen opera

It’s easier to get the job done when we work together.

1. How does working together get the job done?

2. How is our classroom a team? 3. How do we work together in

our class? 4. How are teams built or made?

‐ LittleRedHen(Anchor)

‐ “FromWheattotheTable”(Anchor)

‐ TeamTime(optional) ‐ Swimmy(optional) ‐ CleaningUptheBlock

(optional)Unit 8: Ocean

4 Weeks

Mid May

To Mid June

TSW participate in making a class mural of ocean life.

Investigate the ocean and the life that inhabits it.

1. How do animals survive in the ocean?

2. How would you feel if you were and ocean animal?

3. Why would people want to live by the ocean.

‐ A Walk By the Sea (Optional)

‐ The Ocean (Anchor) ‐ Humphrey the Lost

Whale(Standard) ‐ Hello Ocean(Read

Aloud)

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKNarrativeOverview

Grade: KUnit1 School:

InthisOpenCourtReadingunit,studentsexplorethefirstdaysofschoolaswellastheirfirstformalintroductiontobooks.Everydaytheyareintroducedtonewrolesandroutinesassociatedwithbeingastudentandworkingtogetherinaclassroomsetting.Studentshavetheopportunitytoreflectonathemethatispertinenttotheirlivesandlearnnewwaystointeractwithinlargeandsmallgroups.

KeyStandards:RL.1,RL.2,Rl.3,RL.4,RL.5,RL.6,RL.7,RL.10a.,10.b.,10.c.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,RFS.3.c.,RFS.4,KW.2,KW.6,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7BuildsonPriorKnowledge:Pre‐schoolpossibilitiesAnchorText:LookOutKindergarten,HereICome!StandardText:Chrysanthemum,BoomerGoestoSchool

Unit2 Shadows:Shadowsholdapowerfulfascinationforyoungchildren.InthisOpenCourtReadingunit,thegoalistoengagestudentsinreading,thinking,andactivelyinvestigatingthistopic.Bytheendoftheunit,studentsshouldhavesharpenedtheirquestionsaboutshadowsanddeepenedtheirunderstandingaboutthem.Studentswillhaveapreliminarysenseofwhatscientificinquiryinvolves.

KeyStandards:RL.1,RL.2,Rl.3,RL.4,RL.5,RL.6,RL.7,RL.10a.,10.b.,10.c.,RI.1,RI.2.,RI.3.,RI.4.RI.5.,RI.10a.,10.b.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,RFS.3.c.,RFS.4,KW.2,KW.6,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,Part1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7

BuildsonPriorKnowledge:ScienceexplorationexperienceAnchorTexts:ShadowsStandardTexts:MyShadows,BearsShadow

Unit3 CommonCoreUnit:WorkingTogetherisBetterStudentswilllearnthatworkingcollaborativelyhelpsthembuildrelationshipsandreachcommongoals.InthisCommonCoreunit,studentswillgainanunderstandingofthisbigideabyreadinginformationaltextabouttheWampanoagandPilgrims.Studentswilllearnaboutthecommongoalssharedbydifferentculturesandhowtheyreachedthesegoalsbyworkingtogether.Bylearningfromthepast,studentscanrelatethistohowtheyworktogetherintheclassroom.

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKKeyStandards:RL.1,RL.2,Rl.3,RL.4,RL.5,RL.6,RL.7,RL.10a.,10.b.,10.c.,RI.1,RI.2.,RI.3.,RI.4.,RI.5.,RI.10a.,10.b.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,RFS.3.c.,RFS.4,KW.2,KW.6,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,SL.5,SL.6,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,Part1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7,Part1C.11BuildsonPriorKnowledge:SchoolRulesAnchorTexts:;WorkingTogether:WampanoagandPilgrims;StandardTexts:ABCBestThanksgiving;“MakingFriends”

Unit4 CommonCoreUnit:SeasonsandWeatherInthisunit,studentswilllearnaboutdifferentweatherandthepredictabilityofitsoccurrenceinthechangingseasons.Studentswillexplorehowweatherimpactstheirdailylivesandobserveitspatterns.

KeyStandards:RL.1,RL.2,Rl.3,RL.4,RL.5,RL.6,RL.7,RL.10a.,10.b.,10.c.,RI.1,RI.2.,RI.3.,RI.4.,RI.5.,RI.6,RI.7.,RI.8.,RI.9.,RI.10a.,10.b.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,2.b.,2.c.,2.d.,2.e.,RFS.3.a.,3.b.,3.c.,RFS.4,KW.1.,KW.5.,KW.6.,,KW.7.,KW.8.,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,SL.5,SL.6,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,Part1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7,Part1C.11

BuildsonPriorKnowledge:ScienceInvestigationAnchorTexts:SeasonsandWeather,InvestigatingtheSeasons,WindSaysGoodnight

Unit5 SticktoItInthisunit,studentswillexploretheconceptsofperseverancethroughtheworldsofthestorycharacters.Theywilldiscusstheimportanceofsatisfactionofstickingtosomething.Studentswillreflectandmakeconnectionstotheirpersonnelexperiencesonhowtheypersistedintheirlives.

KeyStandards:RL.1,RL.2,Rl.3,RL.4,RL.5,RL.6,RL.7,RL.10a.,10.b.,10.c.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,2.b.,2.c.,2.d.,2.e.,RFS.3.a.,3.b.,3.c.,RFS.4,KW.1.,KW.5.,KW.6.,,KW.7.,KW.8.,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,SL.5,SL.6,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,Part1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7,Part1C.11,Part1C.12BuildsonPriorKnowledge:WorkingTogether

AnchorTexts:TheGreatBigEnormousTurnipStandardTexts:TillieandtheWall

Unit6 Red,White,andBlueInthisunit,studentswillbegintolearnaboutthecountrytheyliveinandwillbeencouragedtoexplorepatriotismandwhatitstandsfor.StudentswillbeprovidedexperiencestoexploreandreachtheirownconclusionsaboutthedifficultconceptofPatriotism.Studentswillexaminehistory,waystoshowpatriotism,theimportanceofnationalsymbols,andthemeaningofbeingagoodcitizen.

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKKeyStandards:RL.1,RL.2,Rl.3,RL.4,RL.5,RL.6,RL.7,RL.10a.,10.b.,10.c.,RI.1,RI.2.,RI.3.,RI.4.,RI.5.,RI.6,RI.7.,RI.8.,RI.9.,RI.10a.,10.b.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,2.b.,2.c.,2.d.,2.e.,RFS.3.a.,3.b.,3.c.,RFS.4,KW.1.,KW.5.,KW.6.,,KW.7.,KW.8.,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,SL.5,SL.6,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,Part1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7,Part1C.11,Part1C.12BuildsonPriorKnowledge:WorkingTogether,Rules,Sharing,Pride,Citizenship

AnchorTexts:PatriotismStandardTexts:AmericatheBeautiful,HatsOffforthe4thofJuly

Unit7 CommonCoreUnit:LittleRedHenfromWheattoTableInthisCommonCore–ELAunitofstudy,studentswilllearnthatworkingasateamhelpstoaccomplishgoals.Byexploringbothnarrativeandinformationaltexts,studentswilllearnabouttheprocessofmakingbread,beginningwithagrainofwheat.Throughcollaborativeactivities,handsonexperiences,dramaandmusic,studentswillhaveadeeperknowledgeofthetheme.Thisdomainwillalsolaythefoundationforreviewandextendedlearningofequalrightsinlatergrades.

KeyStandards:RL.1,RL.2,Rl.3,RL.4,RL.5,RL.6,RL.7,RL.10a.,10.b.,10.c.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,2.b.,2.c.,2.d.,2.e.,RFS.3.a.,3.b.,3.c.,3.d.,RFS.4,KW.3.,KW.5.,KW.6.,,KW.7.,KW.8.,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,SL.5,SL.6,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,Part1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7,Part1B.8,Part1C.9BuildsonPriorKnowledge:WorkingCollaboratively,Sharing,Investigation

AnchorTexts:LittleRedHen,FromWheattotheTable

Unit8 ByTheSeaInthisOpenCourtunit,studentswillbeintroducedtooceansandthelifethatinhabitsthem.Theywillbegintounderstandhowoceansaffecttheirlivesandthelivesofothers.Sincethisunitfocusesonasciencetopic,mostreadingselectionsareinformationaltexts.AswiththeShadowsandWindunits,studentswilllearnaboutthescientificprocessandwillgainmotivationtoexplorethesubjectthroughinvestigation.

KeyStandards:RI.1,RI.2.,RI.3., RI.4., RI.5.,RI.6,RI.7.,RI.8.,RI.9.,RI.10a.,10.b.,RFS.1.a.,1.b,1.c.,1.d.,RFS.2a.,2.b.,2.c.,2.d.,2.e.,RFS.3.a.,3.b.,3.c.,RFS.4,KW.3.,KW.5.,KW.6.,,KW.7.,KW.8.,SL.1.a.,1.b.,SL.2.a.,SL.3,SL.4,SL.5,SL.6,L.1.a.,1.b.,1.c.,1.d.,1.e.,1.f.,L.4.a.,4.b.L.5.a,L.6,Part1A.1.,Part1A.2.,Part1A.3,Part1B.5,Part1B.6,Part1B.7,Part1B.8,Part1C.9,Part1C.10

BuildsonPriorKnowledge:Animals,ScientificInvestigationAnchorTexts:TheOceanStandardTexts:HumphreytheLostWhale,HelloOcean


FirstTrimester UNIT1

4 weeks Early Sep ‐ Early October

UNIT24weeks

EarlyOct.–LateOct.

UNIT34weeks

EarlyNov.–Mid.Dec.

DistrictAssessments

RESULTS(10/1– 10/11/13)

DIBELS(10/1‐10/11/13)onlypilotschools

WritingProficiency#1(11/4‐11/6/13)

TITLE School Shadows CommonCore:WorkingTogether:

ENDOFUNITPERFORMANCETASK

IntroducethemselvestotheirclassmatesusinganLPandtalkingstick.

Createshadowsusinglightandsurface. Drawandwriteaboutwhatwas learnedaboutworkingtogetherindividuallyonaculminatingmural.

BIGIDEASANDESSENTIALQUESTION

BigIdea:Facingnewexperiencescanbebothexcitingandfrightening.EssentialQuestions:

1. Howcanschoolbeexciting?2. Howcanschoolbe

frightening?3. Howcanwemakeourclassa

niceplacetocomeeveryday?

BigIdea:Shadowschange.EssentialQuestions:4. Howdoyoumakeashadow?5. Whatmakesshadowschange?3.Wherecanyoufindashadow?

BigIdea:Workingcollaborativelyhelpsustobuildrelationshipsandreachcommongoals.EssentialQuestions:1.Whataresomecommongoalspeopleofdifferentculturesshare?Whydopeoplehelpotherstosurvive?2.Whataresomecommongoalsthatthestudentsintheclassroomshare?3.Howcanworkingtogetherhelpustoachieveourgoals?

COMPLEX TEXTS

1. Chrysanthemum(Optional)

2. LookOutKinder,HereICome!(Anchor)

3. BoomerGoestoSchool(Standard)

4.BroughtaWorm(Optional)

1. WhatMakesaShadow?(Optional)2. BearsShadow(Standard)3. Shadows(Anchor)4. TheWolfandhisShadows

(Optional)5. MyShadows(Standard)6.NothingSticksLikeaShadow(Optional)

1.ABCBestThanksgiving(digital)2.WorkingTogether:WampanoagandPilgrims(Anchor)3.“MakingFriends”PoemOCR

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeK UNIT1


UNIT24weeks


UNIT34weeks


CONTENTSTANDARDS

SocialScienceK.1Studentsunderstandthatbeingagoodcitizeninvolvesactingincertainways.K.1.1Followrules,suchassharingandtakingturns,andknowtheconsequencesofbreakingthem.

ScienceK.2Differenttypesofplantsandanimalsinhabittheearth.Asabasisforunderstandingthisconcept:b.Studentsknowstoriessometimesgiveplantsandanimalsattributestheydonotreallyhave.K.4Scientificprogressismadebyaskingmeaningfulquestionsandconductingcarefulinvestigations.Asabasisforunderstandingthisconceptandaddressingthecontentintheotherthreestrands,studentsshoulddeveloptheirownquestionsandperforminvestigations.Studentswill:b.Describethepropertiesofcommonobjects.c.Describetherelativepositionofobjectsbyusingonereference(e.g.,aboveorbelow).e.Communicateobservationsorallyandthroughdrawings.

SocialScienceK.1Studentsunderstandthatbeingagoodcitizeninvolvesactingincertainways.K.1.1FollowrulesK.1.2Learnexamplesofhonesty,courage,determination,individualresponsibilityK.1.3Knowbeliefsandrelatedbehaviorsofcharactersinstoriesfromtimespastandunderstandtheconsequencesofthecharacters’actions.K.3Matchsimpledescriptionsofworkthatpeopledid…fromhistoricalaccounts.K.4Compareandcontrastthelocationsofpeople,places,andenvironmentsanddescribetheircharacteristics.K.4.1Determinelocationsofobjectsusingnear/far,left/right,andbehind/infront.K.6Understandthathistoryrelatestoevents,people,andplacesofothertimes.K.6.1Identifythepurposesof,andthepeopleandeventshonoredin,commemorativeholidays,includingthehumanstrugglesthatwerethebasisfortheevents(e.g.,Thanksgiving). K.6.2KnowthetriumphsinAmericanlegendsandhistoricalaccountsthroughthestoriesofsuchpeopleasSquanto(PilgrimsandIndians).K.6.3Understandhowpeoplelivedinearliertimesandhowtheirliveswouldbedifferenttoday.

READINGSTANDARDSACROSSUNITS

RL.1Ask/answerquestions/keydetails;RL.2Retellfamiliarstories;RL.3.Characters,settings,andmajorevents;RL.4.Ask/answerquestions‐unknownwords;RL.5.Recognizecommontypesoftexts;RL.10Groupreadingactivitiesa.Activatepriorknowledge,b.Makepredictions,c.Confirmpredictions



UNIT24weeks


UNIT34weeks


READINGSTANDARDSCENTRALTOTHISUNIT

RL.1Ask/answerquestions/keydetailsRL.2RetellfamiliarstoriesRL.3.Characters,settings,andmajoreventsRL.4.Ask/answerquestions‐unknownwordsRL.5.RecognizecommontypesoftextsRL.6.Nametheauthor/illustrator&roleRL.7.Relationshipb/willustrationsandstoryRL.10Groupreadingactivitiesa.Activatepriorknowledgeb.Makepredictionsc.Confirmpredictions

RL.1Ask/answerquestions/keydetailsRL.2RetellfamiliarstoriesRL.3.Characters,settings,andmajoreventsRL.4.Ask/answerquestions‐unknownwordsRL.5.RecognizecommontypesoftextsRL.6.Nametheauthor/illustrator&roleRL.7.Relationshipb/willustrationsandstoryRL.10Groupreadingactivitiesa.Activatepriorknowledgeb.Makepredictionsc.ConfirmpredictionsRI.1Ask/answerquestionsRI.2.MaintopicandkeydetailsRI.3.Connectionsb/windividuals/events/informationRI.4.Ask/answerquestions‐unknownwordsRI.5.Front&backcover,titlepageRI.10Groupreadingactivitiesa.Priorknowledgeb.Makepredictions

RL.1Ask/answerquestions/keydetailsRL.2RetellfamiliarstoriesRL.3.Characters,settings,andmajoreventsRL.4.Ask/answerquestions‐unknownwordsRL.5.RecognizecommontypesoftextsRL.10Groupreadingactivitiesa.Activatepriorknowledgeb.Makepredictionsc.ConfirmpredictionsRI.1Ask/answerquestionsRI.2.MaintopicandkeydetailsRI.3.Connectionsb/windividuals/events/informationRI.4.Ask/answerquestions‐unknownwordsRI.5.front&backcover,titlepageRI.9.IdentifysimilaritiesinanddifferencesintwotextsRI.10Groupreadingactivitiesa.Priorknowledgeb.Makepredictions

READINGFOUNDATIONALSTANDARDSACROSSUNITS

RFS.1PrintConcepts;RFS.2PhonologicalAwareness;RFS.3PhonicsandWordRecognition;RFS.4Fluency(OCR Scope and Sequence )



UNIT24weeks


UNIT34weeks


READINGFOUNDATIONALSTANDARDSCENTRALTOTHISUNIT

RFS.1PrintConcepts1.Understandingoftheorganizationandbasicfeaturesofprint.

a. Followwordsfromlefttoright,toptobottomandpagetopage.

b. Spokenwordsarerepresentedinwrittenlanguage.

c. Understandthatwordsareseparatedbyspaces.

d. Recognizeandnameallupper/lowercaselettersofthealphabet.

RFS.2PhonologicalAwareness

a. Recognizeandproducerhymingwords.

RFS.3PhonicsandWordRecognition

c. Readcommonhighfrequencywords.

RFS.4FluencyReademergent‐readertextswithpurposeandunderstanding.








b. Count,pronounce,blendandsegmentsyllablesinspokenwords.

d.Isolateandpronouncetheinitial,medialvowel,andfinalsoundsincvcwords.











b. Count,pronounce,blendandsegmentsyllablesinspokenwords.

c. Blendandsegmentonsetsandrimesofsinglesyllablespokenwords.

d. Isolateandpronouncetheinitial,medialvowel,andfinalsoundsincvcwords.

e. Addorsubstituteindividualsounds(phonemes)insimple,one‐syllablewordstomakenewwords.






UNIT24weeks


UNIT34weeks


WRITINGSTANDARDSACROSSUNITS

K.W.6ProductionandDistributionofWriting(UtilizingTechnology)

WRITINGSTANDARDSCENTRALTOTHISUNIT

K.W.2Informative/ExplanatoryUseacombinationofdrawing,dictating,andwritingtocomposeinformative/explanatorytextsinwhichstudentsnamewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.K.W.6ProductionandDistributionofWriting(UtilizingTechnology)

K.W.2Informative/ExplanatoryUseacombinationofdrawing,dictating,andwritingtocomposeinformative/explanatorytextsinwhichstudentsnamewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.K.W.5ProductionandDistributionofWriting(AddingDetails)K.W.6ProductionandDistributionofWriting(UtilizingTechnology)

K.W.2Informative/ExplanatoryUseacombinationofdrawing,dictating,andwritingtocomposeinformative/explanatorytextsinwhichstudentsnamewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.K.W.5ProductionandDistributionofWriting(AddingDetails)K.W.6ProductionandDistributionofWriting(UtilizingTechnology)

SPEAKINGandLISTENINGSTANDARDSACROSSUNITS

SL.1Participateincollaborativeconversations;SL.2.Ask&answerkeyideas/details;SL.3.Ask/answerquestionsforhelp/inform;SL.4.Describepeople,places,things,events

SPEAKINGandLISTENINGSTANDARDSCENTRALTOTHISUNIT

SL.1.Participateincollaborativeconversationsa.Followdiscussionrulesb.MultipleexchangesSL.2.Ask&answerkeyideas/detailsa.1‐2‐steporaldirectionsSL.3.Ask/answerquestionsforhelp/inform.SL.4.Describepeople,places,things,events

SL.1.Participateincollaborativeconversationsa.Followdiscussionrulesb.MultipleexchangesSL.2.Ask&answerkeyideas/detailsa.1‐2‐steporaldirectionsSL.3.Ask/answerquestionsforhelp/inform.SL.4.Describepeople,places,things,events

SL.1.Participateincollaborativeconversationsa.Followdiscussionrulesb.MultipleexchangesSL.2.Ask&answerkeyideas/detailsa.1‐2‐steporaldirectionsSL.3.Ask/answerquestionsforhelp/inform.SL.4.Describepeople,places,things,eventsSL.5.Adddrawings/visualstodescriptionsSL.6.Speakaudiblytoexpressideas



UNIT24weeks


UNIT34weeks


LANGUAGESTANDARDSINEACHUNIT

L.1.Grammarandusagea.Printallupper/lowercase,b.Usenouns&verbs,c.Formregularpluralnouns,d.Usequestionwords,e.Useprepositions,f.Produce/expandcompletesentences;L.4.Clarifymeaningofunknown/multi‐meaningwords,a.Identifynewmeaningsforfamiliarwords,b.Useinflections&affixes;L.5.Explorewordrelationships/nuances,a.Sortwordsincategories;L.6Useacquiredwords/phrases

LANGUAGESTANDARDSCENTRALTOTHISUNIT

L.1.Grammarandusagea.Printallupper/lowercaseb.Usenouns&verbsc.Formregularpluralnounsd.Usequestionwordse.Useprepositionsf.Produce/expandcompletesentencesL.4.Clarifymeaningofunknown/multi‐meaningwordsa.Identifynewmeaningsforfamiliarwordsb.Useinflections&affixes?L.5.Explorewordrelationships/nuancesa.SortwordsincategoriesL.6Useacquiredwords/phrases


L.1.Grammarandusagea.Printallupper/lowercaseb.Usenouns&verbsc.Formregularpluralnounsd.Usequestionwordse.Useprepositionsf.Produce/expandcompletesentencesL.4.Clarifymeaningofunknown/multi‐meaningwordsa.Identifynewmeaningsforfamiliarwordsb.Useinflections&affixesL.5.Explorewordrelationships/nuancesa.SortwordsincategoriesL.6Useacquiredwords/phrases

ELDSTANDARDSCENTRALTOTHISUNIT

Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryand

Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryand

Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryandinformationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitly



UNIT24weeks


UNIT34weeks

EarlyNov.–Mid.Dec.informationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,andcontentarea.

informationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,andcontentarea.

andimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,andcontentarea.Part1C.11Supportingownopinionsandevaluatingothersopinionsinspeakingandwriting.

CROSS‐CONTENT/REALWORLDCONNECTIONS

FirstExperiences Science(Investigation) SocialStudies


SecondTrimester UNIT4

4weeksMid‐January–Mid‐February

UNIT54weeks

Mid.February–Mid.March

UNIT64weeks

Mid.March–Mid.April

DistrictAssessments

RESULTS(1/27‐2/7/14)

DIBELS(1/27‐2/7/14)pilotschoolsonly

Writingproficiency#2(2/24‐2/28/14)

ADEPT(3/3‐3/12/14)

TITLE Seasons &Weather Stick to It Red, White, and Blue


TSWCreateandpresentameteorologyreportincollaborativegroups.

TSWRetellthestoryTheGreatBigEnormousTurnipthroughReader’sTheater.

TSWworkinpairstocreateasymbolthatrepresentstheclassroom.


BigIdea:Weather happens in predictable patterns. EssentialQuestions:1.Howdoesweatherimpactourdailylives?2.Howcanweobserveweather?3.Howdoesweatherchangeovertime?

BigIdea:Perseverancecanleadtogreatrewards.EssentialQuestions:5. Whatareexamplesofperseverance?6. Whyisperseveranceimportant?

BigIdea:Patriotismisloveandloyaltytoourcountry.EssentialQuestions:1.Howdoweshowourpatriotism?2.Whyarethesymbolsofourcountryimportant?

COMPLEXTEXTS

1.CanyouseetheWind?(Optional)2.WhatHappenswhentheWindBlows(Anchor)3.InvestigatingtheSeasons(Anchor)

4.WindSaysGoodnight(Anchor)

5.GilbertoandtheWind(Optional)

1.BunnyCakes(Optional)2.TheGreatEnormousTurnip(Anchor)3.TillieandtheWall(Standard)4.Wanda’sRoses(Optional)

1.AFlagForOurCountry(Optional)2.Patriotism(Anchor)3.AmericatheBeautiful(Standard)4.HatsOffforthe4thofJuly(Standard)5.AmericanWei(Optional)

CONTENTSTANDARDS

ScienceK.3.bStudentsknowchangesinweatheroccurfromdaytodayandacrossseasons,affectingEarthanditsinhabitants.K.4.aObservecommonobjectsbyusingthefivesenses.

SocialScienceK.1.3Knowbeliefsandrelatedbehaviorsofcharactersinstoriesfromtimespastandunder‐standtheconsequencesofthecharacters’actions.

SocialScienceK.1.2Learnexamplesofhonesty,courage,determination,andpatriot‐isminAmericanK.2Studentsrecognizenationalandstatesymbolsandiconssuchasthenational

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKK.4.bDescribethepropertiesofcommonobjects.K.4.cDescribetherelativepositionofobjectsbyusingonereference(e.g.,aboveorbelow).K.4.dCompareandsortcommonobjectsbyonephysicalattribute(e.g.,color,shape,texture,size,weight).e.Communicateobservationsorallyandthroughdrawings.

andstateflags,thebaldeagle,andtheStatueofLiberty.K.6.1Identifythepurposesof,andthepeopleandeventshonoredin,commemorativeholidays,includingthehumanstrugglesthatwerethebasisfortheevents(e.g.,Thanksgiving,IndependenceDay,Washington’sandLincoln’sBirthdays,MartinLutherKingJr.Day,MemorialDay,LaborDay,ColumbusDay,VeteransDay).




RL.1Ask/answerquestions/keydetailsRL.2RetellfamiliarstoriesRL.3.Characters,settings,andmajoreventsRL.4.Ask/answerquestions‐unknownwordsRL.5.RecognizecommontypesoftextsRL.6.Nametheauthor/illustrator&roleRL.7.Relationshipb/willustrationsandstoryRL.10Groupreadingactivitiesa.Activatepriorknowledgeb.Makepredictionsb.ConfirmpredictionsRI.1Ask/answerquestionsRI.2.MaintopicandkeydetailsRI.3.Connectionsb/windividuals/events/informationRI.4.Ask/answerquestions‐unknownwords

RL.1Ask/answerquestions/keydetailsRL.2RetellfamiliarstoriesRL.3.Characters,settings,andmajoreventsRL.4.Ask/answerquestions‐unknownwordsRL.5.RecognizecommontypesoftextsRL.6.Nametheauthor/illustrator&roleRL.7.Relationshipb/willustrationsandstoryRL.10Groupreadingactivitiesa.Activatepriorknowledgeb.Makepredictionsb.ConfirmpredictionsRI.1Ask/answerquestionsRI.2.MaintopicandkeydetailsRI.3.Connectionsb/windividuals/events/information

RI.1Ask/answerquestionsRI.2.MaintopicandkeydetailsRI.3.Connectionsb/windividuals/events/informationRI.4.Ask/answerquestions‐unknownwordsRI.6.Nametheauthor/illustrator&roleRI.7.Relationshipb/willustrationsandtextRI.8.IdentifyreasonsthatsupportpointsintextRI.5.front&backcover,titlepageRI.10Groupreadingactivitiesa.Priorknowledgeb.Makepredictions

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKRI.5.front&backcover,titlepageRI.6.Nametheauthor/illustrator&roleRI.7.Relationshipb/willustrationsandtextRI.8.IdentifyreasonsthatsupportpointsintextRI.9.IdentifysimilaritiesinanddifferencesintwotextsRI.10Groupreadingactivitiesa.Priorknowledgeb.Makepredictions

RI.4.Ask/answerquestions‐unknownwordsRI.6.Nametheauthor/illustrator&roleRI.7.Relationshipb/willustrationsandtextRI.8.IdentifyreasonsthatsupportpointsintextRI.5.front&backcover,titlepageRI.10Groupreadingactivitiesa.Priorknowledgeb.Makepredictions

READINGFOUNDATIONALSTANDARDSINEACHUNIT(OCRScopeandSequence)

RFS.1PrintConcepts;RFS.2PhonologicalAwareness;RFS.3PhonicsandWordRecognition;RFS.4Fluency







RFS.2PhonologicalAwarenessa. Recognizeandproduce

rhymingwords.b. Count,pronounce,blendand

segmentsyllablesinspokenwords.

c. Blendandsegmentonsets









c. Blendandsegmentonsetsand









c. Blendandsegmentonsetsand

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKandrimesofsinglesyllablespokenwords.



RFS.3PhonicsandWordRecognitiona. Demonstratebasicknowledge

ofletter‐soundcorrespondencesbyproducingtheprimaryormostfrequentsoundforeachconsonant.

b. Associatethelongandshortvowelsoundswiththecommonspellingsforthevowels.



rimesofsinglesyllablespokenwords.



RFS.3PhonicsandWordRecognitiona. Demonstratebasicknowledgeof

letter‐soundcorrespondencesbyproducingtheprimaryormostfrequentsoundforeachconsonant.




rimesofsinglesyllablespokenwords.



RFS.3PhonicsandWordRecognitiona. Demonstratebasicknowledgeof

letter‐soundcorrespondencesbyproducingtheprimaryormostfrequentsoundforeachconsonant.



d. Distinguishbetweensimilarlyspelledwordsbyidentifyingthesoundsifthelettersthatdiffer,





K.W.1OpinionUseacombinationofdrawing,dictating,andwritingtocomposeopinionpiecesinwhichtheytellareaderthetopicorthenameofthebooktheyarewritingaboutandstateanopinionorpreferenceaboutthe

K.W.1OpinionUseacombinationofdrawing,dictating,andwritingtocomposeopinionpiecesinwhichtheytellareaderthetopicorthenameofthebooktheyarewritingaboutandstateanopinionorpreferenceabout

K.W.1OpinionUseacombinationofdrawing,dictating,andwritingtocomposeopinionpiecesinwhichtheytellareaderthetopicorthenameofthebooktheyarewritingaboutandstateanopinionorpreferenceaboutthe

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKtopicorbook(Myfavorite…)K.W.5ProductionandDistributionofWriting(AddingDetails)K.W.6ProductionandDistributionofWriting(UtilizingTechnology)K.W.7ResearchtoBuildandPresentKnowledge(ExploreandParticipateinResearch)K.W.8.ResearchtoBuildandPresentKnowledge(RecallInformation)

thetopicorbook(Myfavorite…)K.W.5ProductionandDistributionofWriting(AddingDetails)K.W.6ProductionandDistributionofWriting(UtilizingTechnology)K.W.7ResearchtoBuildandPresentKnowledge(ExploreandParticipateinResearch)K.W.8.ResearchtoBuildandPresentKnowledge(RecallInformation)

topicorbook(Myfavorite…)K.W.5ProductionandDistributionofWriting(AddingDetails)K.W.6ProductionandDistributionofWriting(UtilizingTechnology)K.W.7ResearchtoBuildandPresentKnowledge(ExploreandParticipateinResearch)K.W.8.ResearchtoBuildandPresentKnowledge(RecallInformation)







LANGUAGESTANDARDSINEACHUNIT

L.1.Grammarandusagea.Printallupper/lowercase,b.Usenouns&verbs,c.Formregularpluralnouns,d.Usequestionwords,e.Useprepositions,f.Produce/expandcompletesentences;L.4.Clarifymeaningofunknown/multi‐meaningwords,a.Identifynewmeaningsforfamiliarwords,b.Useinflections&affixes;L.5.Explorewordrelationships/nuances,a.Sortwordsincategories;L.6Useacquiredwords/phrasesa.SortwordsincategoriesL.6Useacquiredwords/phrases







Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryandinformationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,andcontentarea.

Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryandinformationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,and

Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryandinformationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,andcontent

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKPart1B.8Analyzinghowwritersandspeakersusevocabularyandotherlanguageresourcesforspecificpurposes.Part1C.11Supportingownopinionsandevaluatingothersopinionsinspeakingandwriting.

contentarea.Part1B.8Analyzinghowwritersandspeakersusevocabularyandotherlanguageresourcesforspecificpurposes.Part1C.11Supportingownopinionsandevaluatingothersopinionsinspeakingandwriting.Part1C.12Selectingandapplyingvariedandprecisevocabularyandlanguagestructurestoeffectivelyconveyideas.

area.Part1B.8Analyzinghowwritersandspeakersusevocabularyandotherlanguageresourcesforspecificpurposes.Part1C.11Supportingownopinionsandevaluatingothersopinionsinspeakingandwriting.Part1C.12Selectingandapplyingvariedandprecisevocabularyandlanguagestructurestoeffectivelyconveyideas.


Science(Weather) SocialStudies;Perseverance

SocialStudies(AmericanSymbols);Patriotism


ThirdTrimester UNIT7

4weeksMidApril–MidMay

UNIT84weeks

MidMay–MidJune

DistrictAssessments

RESULTS(5/12‐ 5/23/14)

WritingProficiency#3(6/2‐6/5/13)

ADEPT6/5‐6/13/14)

TITLE CCSS: Little Red Hen Ocean


BigIdea:Workingcollaborativelyhelpsustobuildrelationshipsandreachcommongoals.EssentialQuestions:1.Whataresomecommongoalspeopleofdifferentculturesshare?Whydopeoplehelpotherstosurvive?2.Whataresomecommongoalsthatthestudentsintheclassroomshare?3.Howcanworkingtogetherhelpustoachieveourgoals?

Investigateoceananimalofchoiceandpresentareportansweringkeyquestionssuchas,Whatdoestheanimaleat?Whataresomeinterestingfactsabouttheanimal?Wheredoestheanimalliveintheocean?


BigIdea:Teamworkhelpstoaccomplishimportantgoalsbothinschoolandthroughoutlife.EssentialQuestions:1. Whatarethebenefitsofcooperatingtogetajobdone?2. Howcanaplantprovidefoodforpeople?3. Whatwillhappenifyoudoyourshareofthework?4.Howdomanypeoplecontributetogetajobdone?

BigIdea:Theoceanisfullofplantsandanimalsthataffecttheearth.EssentialQuestions:

4. Whatkindsofanimalsliveintheocean?5. Whattypesofplantsliveintheocean?6. Howdoanimalssurviveintheocean?7. Whywouldpeoplewanttolivebytheocean?

COMPLEXTEXTS1.LittleRedHen(Anchor)

2.“FromWheattotheTable”(Anchor)

1.TheOcean (Anchor)

2.HumphreytheLostWhale(Standard)

3.HelloOcean(Standard)


CONTENTSTANDARDS

LifeScienceK.1.cStudentsknowhowtoidentifymajorstructuresofcommonplantsandanimalsK.2.aObservecommonobjectsbyusingthefivesenses.K.2.b.Describethepropertiesofcommonobjects.K.2.eCommunicateobservationsorallyandthroughdrawings.SocialScienceK.1Studentsunderstandthatbeingagoodcitizeninvolvesactingincertainways.a.Followrules,suchassharingandtakingturns,andknowtheconsequencesofbreakingthem.b.Learnexamplesofhonesty,courage,determination,individualresponsibility,andpatriotisminAmericanandworldhistoryfromstoriesandfolklore.

LifeScienceK.1.cStudentsknowhowtoidentifymajorstructuresofcommonplantsandanimalsK.2.eCommunicateobservationsorallyandthroughdrawings.




RL.1Ask/answerquestions/keydetailsRL.2RetellfamiliarstoriesRL.3.Characters,settings,andmajoreventsRL.4.Ask/answerquestions‐unknownwordsRL.5.RecognizecommontypesoftextsRL.6.Nametheauthor/illustrator&roleRL.7.Relationshipb/willustrationsandstoryRL.10Groupreadingactivitiesa.Activatepriorknowledgeb.Makepredictionsc.Confirmpredictionsoftextsonthesametopic.

RI.1Ask/answerquestionsRI.2.MaintopicandkeydetailsRI.3.Connectionsb/windividuals/events/informationRI.4.Ask/answerquestions‐unknownwordsRI.6.Nametheauthor/illustrator&roleRI.7.Relationshipb/willustrationsandtextRI.8.IdentifyreasonsthatsupportpointsintextRI.5.front&backcover,titlepageRI.10Groupreadingactivitiesa.Priorknowledgeb.Makepredictions

READINGFOUNDATIONALSTANDARDSINEACHUNIT(OCRScopeandSequence)

RFS.1PrintConcepts;RFS.2PhonologicalAwareness;RFS.3PhonicsandWordRecognition;RFS.4Fluency





b. Spokenwordsarerepresentedinwrittenlanguage.c. Understandthatwordsareseparatedbyspaces.d. Recognizeandnameallupper/lowercaselettersofthe

alphabet.RFS.2PhonologicalAwareness

a. Recognizeandproducerhymingwords.b. Count,pronounce,blendandsegmentsyllablesin

spokenwords.c. Blendandsegmentonsetsandrimesofsingle

syllablespokenwords.d. Isolateandpronouncetheinitial,medialvowel,

andfinalsoundsincvcwords.e. Addorsubstituteindividualsounds(phonemes)in

simple,one‐syllablewordstomakenewwords.


a. Demonstratebasicknowledgeofletter‐soundcorrespondencesbyproducingtheprimaryormostfrequentsoundforeachconsonant.


c. Readcommonhighfrequencywords.d. Distinguishbetweensimilarlyspelledwordsby

identifyingthesoundsifthelettersthatdiffer,

RFS.4FluencyReademergent‐readertextswithpurposeandunderstanding



b. Spokenwordsarerepresentedinwrittenlanguage.c. Understandthatwordsareseparatedbyspaces.d. Recognizeandnameallupper/lowercaselettersofthe

alphabet.RFS.2PhonologicalAwareness

a. Recognizeandproducerhymingwords.b. Count,pronounce,blendandsegmentsyllablesin

spokenwords.c. Blendandsegmentonsetsandrimesofsingle

syllablespokenwords.d. Isolateandpronouncetheinitial,medialvowel,

andfinalsoundsincvcwords.e. Addorsubstituteindividualsounds(phonemes)in

simple,one‐syllablewordstomakenewwords.


a. Demonstratebasicknowledgeofletter‐soundcorrespondencesbyproducingtheprimaryormostfrequentsoundforeachconsonant.


c. Readcommonhighfrequencywords.d. Distinguishbetweensimilarlyspelledwordsby

identifyingthesoundsifthelettersthatdiffer,

RFS.4FluencyReademergent‐readertextswithpurposeandunderstanding





K.W.3NarrativeUseacombinationofdrawing,dictating,andwritingtonarrateasingleeventorseverallooselylinkedevents,tellabouttheeventsintheordertheyoccurred,andprovideareactiontowhathappened.K.W.5ProductionandDistributionofWriting(AddingDetails)K.W.6ProductionandDistributionofWriting(UtilizingTechnology)K.W.7ResearchtoBuildandPresentKnowledge(ExploreandParticipateinResearch)K.W.8.ResearchtoBuildandPresentKnowledge(RecallInformation)

K.W.3NarrativeUseacombinationofdrawing,dictating,andwritingtonarrateasingleeventorseverallooselylinkedevents,tellabouttheeventsintheordertheyoccurred,andprovideareactiontowhathappened.K.W.5ProductionandDistributionofWriting(AddingDetails)K.W.6ProductionandDistributionofWriting(UtilizingTechnology)K.W.7ResearchtoBuildandPresentKnowledge(ExploreandParticipateinResearch)K.W.8.ResearchtoBuildandPresentKnowledge(RecallInformation)




SL.1.Participateincollaborative conversationsa.Followdiscussionrulesb.MultipleexchangesSL.2.Ask&answerkeyideas/detailsa.1‐2‐steporaldirectionsSL.3.Ask/answerquestionsforhelp/inform.SL.4.Describepeople,places,things,eventsSL.5.Adddrawings/visualstodescriptionsSL.6.Speakaudiblytoexpressideas

SL.1.Participateincollaborative conversationsa.Followdiscussionrulesb.MultipleexchangesSL.2.Ask&answerkeyideas/detailsa.1‐2‐steporaldirectionsSL.3.Ask/answerquestionsforhelp/inform.SL.4.Describepeople,places,things,eventsSL.5.Adddrawings/visualstodescriptionsSL.6.Speakaudiblytoexpressideas

LANGUAGESTANDARDS ACROSS UNITS

L.1.Grammarandusagea.Printallupper/lowercase,b.Usenouns&verbs,c.Formregularpluralnouns,d.Usequestionwords,e.Useprepositions,f.Produce/expandcompletesentences;L.4.Clarifymeaningofunknown/multi‐meaningwords,a.Identifynewmeaningsforfamiliarwords,b.Useinflections&affixes;L.5.Explorewordrelationships/nuances,a.Sortwordsincategories;L.6Useacquiredwords/phrases



L.1.Grammarandusagea.Printallupper/lowercaselettersb.Usenouns&verbsc.Formregularpluralnounsd.Usequestionwordse.Useprepositionsf.Produce/expandcompletesentencesL.2.Caps,punctuation,andspellinga.Capitalizefirstwordinsent.and“I”b.Nameendpunctuationd.SpellsimplewordsL.4.Clarifymeaningofunknown/multi‐meaningwordsa.Identifynewmeaningsforfamiliarwordsb.Useinflections&affixesL.5.Explorewordrelationships/nuances

a.Sortwordsincategoriesb.Antonymsc.Connectionswithwords&used.Shadesofmeaning

L.6Useacquiredwords/phrases

L.1.Grammarandusagea.Printallupper/lowercaselettersb.Usenouns&verbsc.Formregularpluralnounsd.Usequestionwordse.Useprepositionsf.Produce/expandcompletesentencesL.2.Caps,punctuation,andspellinga.Capitalizefirstwordinsent.and“I”b.Nameendpunctuationd.SpellsimplewordsL.4.Clarifymeaningofunknown/multi‐meaningwordsa.Identifynewmeaningsforfamiliarwordsb.Useinflections&affixesL.5.Explorewordrelationships/nuances

a.Sortwordsincategoriesb.Antonymsc.Connectionswithwords&used.Shadesofmeaning

L.6Useacquiredwords/phrases


Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryandinformationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,andcontentarea.Part1B.8Analyzinghowwritersandspeakersusevocabularyandotherlanguageresourcesforspecificpurposes.Part1C.9Expressinginformationandideasinformaloralpresentationsonacademictopics.

Part1A.1Exchangeinformationandideaswithothersthroughoralcollaborativeconversationsonarangeofsocialandacademictopics.Part1A.2InteractingwithothersinwrittenEnglishinvariousforms.Part1A.3Offeringandsupportingopinionsandnegotiatingwithothersincommunicativeexchanges.Part1B.5ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts.Part1B.6Readingcloselyliteraryandinformationaltextsandviewingmulti‐mediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage.Part1B.7Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandopinionswithdetailsorreasonsdependingonmodality,texttype,purposeaudience,topic,andcontentarea.Part1B.8Analyzinghowwritersandspeakersusevocabularyandotherlanguageresourcesforspecificpurposes.Part1C.9Expressinginformationandideasinformaloral

SAUSDCommonCoreAlignedCurriculumMap:ELAGradeKpresentationsonacademictopics.Part1C.10Composing/Writingliteraryandinformationaltextstopresent,describe,andexplainideasandinformation,usingappropriatetechnology.


SocialStudies;LivingThings Science(LifeScience);Ocean

SAUSD Common Core Aligned Curriculum Map: ELA Grade K

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