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Completing the Circle Curriculum Kindergarten COMPLETING THE CIRCLE CURRICULUM KINDERGARTEN UNITS Developed for the Office of Indian Education Programs, Bureau of Indian Affairs, by the Center for Language in Learning Copyright: Center for Language in Learning 1 COMPLETING THE CIRCLE CURRICULUM – KINDERGARTEN UNITS Language Arts Standards for Kindergarten Page 2 Kindergarten Units: Our Names & Where We Live Page 3 All About Me Page 70 Working Together Page 19 Families Page 87 Food Page 36 Weather/Seasons Page 102 Plants Page 53 Animals Page 118 Note: The topics for the units were selected after a search to determine what themes were most common across reading series and programs used by BIA-funded schools and across social studies and science content standards. Another consideration for selection of themes was whether or not there was Indian literature available on a topic. Indian ABC Books Page 133 Where to Get Indian Books Page 133 References for Teaching Books, Poetry Books and Other Resources Page 134 2 LANGUAGE ARTS STANDARDS FOR KINDERGARTEN Students will be able to: Reading - Oral Language - begin to understand the concept of letter and word stay on topic in classroom discussions focus on some phonics (sound/letter) cues verbalize their own ideas begin to make predictions using meaning and language retell a favorite story or a favorite part of a story structure cues recall a few story elements with assistance recognize upper and lower case letters of the alphabet ask questions to clarify understanding discuss basic story elements (characters, setting, problems, share information from any source about a specific topic solutions, beginning, middle, end) follow simple oral directions listen to a variety of literature (fiction, nonfiction, poetry) recognize and make rhyming words become aware of printed informational sources (trade books, picture dictionaries, electronic media) select and share books use the computer to listen to and read electronic books learn new vocabulary related to literature and content area study These standards apply to every unit. Writing - develop an awareness of the need for spaces between words demonstrate a developing knowledge of letter-sound relationships (phonics) when writing select a topic for writing begin to write about topics of personal interest or topics of general interest draw pictures with letters and words to communicate a message write own name 3 Approx. Four Week Unit OUR NAMES AND WHERE WE LIVE K - Reading and Social Studies Soc. Studies Standards Suggested Literature Activities Assessment Identify self by name, address and A Name for a Metis by Deborah Research-based content Observations, work samples telephone number Delaronde inquiry strategies and self-assessment. See the White Bead Ceremony by Sherrin Assessment Guide and Recognize name in print Watkins Research-based literacy section on assessment in this How Names Were Given in We strategies for word study unit. Recognize self as a unique person Are the People by the Okanagan Naming Poems in The Wishing Research-based literacy Become aware of place names Bone Cycle by Howard Norman strategies for comprehension Chrysanthemum by Kevin Henkes Identify the use of a map The Name Jar by Yangsook Choi Research-based writing Turtle Knows Your Name by activities Use basic terms such as near/far, Ashley Bryan left/right, above/below, and My Name is Yoon by Helen Workshops and Activity behind/in front of to identify Recorvits Centers – See Reading and relative locations of people, places Angel Child, Dragon Child by Writing Guides and things Michele Surat Identify safety helpers such as police officers, crossing guards, mailmen, bus drivers, parents with children, etc. Be able to give name of parent(s) or guardian 4 OUR NAMES AND WHERE WE LIVE - K Introduction to the Theme and Unit Children’s names are very important to them. A child’s name is part of what makes him or her unique. Stress this with the children as well as the fact that someone took time to think about and select each child’s name. The meanings of the children’s English names can be researched by the teacher and discussed. Surnames are also very important and should be discussed as well. Some of your children may have Indian surnames and/or the children may have been given Indian names. If appropriate, perhaps an elder can visit the classroom and talk about how children are given Indian names and how Indian people got Indian surnames. Tribes have different ways of giving names. The cultural studies teacher should work closely with the regular teacher on this matter and should also stress the importance of the children’s Indian names and Indian surnames when working with the children. Makidemewabe (Swampy Cree) said, “To say the name is to begin the story.” In this unit, children will explore the stories behind their own names. They will come to understand how our names reflect who we are, our identities, and how they connect us to our personal, family, and cultural histories. Children will learn about the ways naming traditions can vary across time, cultures, and unique personal and family events. Because some people misuse names to hurt or label others in stereotypical ways, through stories children will explore how some children overcome doubts about or attacks on their names. In addition, children should be able to understand the place where they live as another part of what makes them unique. I am…..who lives….. As the children learn about other naming traditions, they should be introduced to maps and how they help us show where people live. Simple maps of the community or area should be introduced and children should be able to show where they live on that map and name their addresses or identify community landmarks that locate their homes. Many times Indian children live where there are no street addresses and often they have no telephones. The teacher will have to decide how to approach these areas. The main idea is that the children need to know where they live in case they are lost. They will have to know the names of their family members and place names of parts of their communities or areas of land (if they have no street addresses). They may have to memorize a phone number of the school, of the police department, or of a relative if their families do not have phones. 5 OUR NAMES AND WHERE WE LIVE - K This unit provides an excellent opportunity for working closely with families, elders and cultural studies teachers. It also provides a good opportunity for building community in the classroom as children get to know each other from new perspectives. Literacy strategies include the following in both English and the native language whenever possible: Storytelling Read alouds, shared reading, guided reading, and individual reading in reading workshop Retelling through drama, art, and writing Comprehension strategies including especially making connections, using prior experience, finding important ideas, predicting, questioning, visualizing, using graphic organizers Instructional conversations Developing vocabulary including both sight words and content words in native language whenever possible Applying growing understanding of cueing system to read simple texts and labels Reading language experience stories and individual writing Shared writing, guided writing, and individual writing in writing workshop Writing including journals, dialogue journals, informational writing (observation notes, directions, lists), personal narratives and response to literature Supporting children’s emergent grapho/phonics knowledge through writing, poetry, songs and chants, and through ongoing mini-lessons in various reading contexts (shared, guided and individual reading) Content inquiry strategies include the following: Finding content information in narrative and non narrative texts Observations in classroom and through various media Developing sensory awareness Interviews with and hearing from knowledgeable others and through collaboration Cultural activities developed by school staff and community based on the theme 6 OUR NAMES AND WHERE WE LIVE - K INTRODUCTION TO ONE WAY TO IMPLEMENT THIS UNIT Begin by putting the word “name” on the board and asking the children what they know about names. Begin a KWL chart starting with what they know. Share your name and tell briefly something about your name: where it came from, what it means, how you feel about it. (You will be returning to the story of your name later in the unit so you don’t need to tell everything.) Have the children share what they know about their names informally. Explain that in the unit they will be reading stories about other children and their experiences with names. And they will also be finding out about the stories behind their own names and sharing their stories through art, drama, story telling or sharing, and writing. They will be learning about the naming traditions of their own cultural community and comparing those with other traditions. (Be sure to check with the culture teacher on this matter.) A Name for a Metis by Deborah Delaronde available from Pemmican Strategies in bold will be explained more fully in the Reading, Writing and Assessment Guides. 1. First Reading. Instructional Conversation (IC): Have children share open responses to the story: connections, feelings, questions. 2. Second Reading: Retelling. With the children, collaboratively think through the events of the story. On a chart, list the people the Little Boy talked to about his name. Have children act out the story informally. 3. Third Reading. IC: Ask open-ended questions to help children think about how names were thought about and chosen. What kind of names did other people pick and why? What kind of name did the little boy seem to want and why? How do you think he was feeling? What do you think about the final choice? How do you think the little boy felt about the final choice? What will his name mean to him? What did we learn from this story about names? How does this relate to our own names? 4.
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