Preliminary Edition – August 2012 Curriculum Map – Ware Public Schools – English Language Arts: Kindergarten A Colorful Time with Rhythm and Rhyme Unit 1 - Number of Weeks: 6 – Sep.-mid Oct. Essential Question: How does rhyme affect the way that we hear and read poetry? Terminology: artist, author, description, illustration, illustrator, informational book, line, opinion, poem, poet, poetry, rhyme, rhythm, stanza, story book, verse Focus Standards Suggested Works/Resources Sample Activities and Assessment Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other works (IG) Illustrated Guide http://lexile.com/fab/ identified as exemplar (NC) Non-Conforming RI.K.4: With prompting LITERARY TEXTS DIBELS and support, ask and Picture Books (Read Aloud) DRAS answer questions about Red, Green, Blue: A First Book of Colors unknown words in a text. (Alison Jay) POETRY/PRINT CONCEPTS Colors! Colores! (Jorge Lujan and Piet As students read a rhyme, ask them to focus on RL.K.5: Recognize Grobler) listening for rhyming words and hearing the common types of texts Brown Bear, Brown Bear (Bill Martin Jr. and rhythm of the lines. By using musical recordings (e.g., storybooks, poems) Eric Carle) of the nursery rhymes, students can move to the . If Kisses Were Colors (Janet Lawler and rhythm of the rhymes in song and recite the RF.K.2: Demonstrate Alison Jay) words with ease. (RF.K.1, RF.K.3c) understanding of spoken My Many Colored Days (Dr. Seuss) (EA) words, syllables, and Mary Wore Her Red Dress (Merle Peek) POETRY/PHONOLOGICAL AWARENESS phonemes. The Red Book (Barbara Lehman) While reading (reciting) ‘‘Humpty Dumpty,’’ snap Chicka Chicka Boom Boom (Bill Martin Jr., your fingers on the word at the end of a line (e.g., RF.K.2(a): Recognize John Archambault, and Lois Ehlert) wall’’). The children will snap when they hear the and produce rhyming Rap a Tap Tap, Here’s Bojangles: Think of word that rhymes with it (e.g., ‘‘fall’’). words. That! (Leo and Diane Dillon) (RF.K.2a) Ware Public Schools Common Core Curriculum, ELA-Kindergarten adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 | 1 Preliminary Edition – August 2012 Focus Standards Suggested Works/Resources Sample Activities and Assessment W.K.1: Use a And the Dish Ran Away with the Spoon POETRY/PRINT CONCEPTS combination of drawing, (Janet Stevens and Susan Stevens As students read a nursery rhyme (or poem) from dictating, and writing to Crummel) a chart or interactive whiteboard in the front of compose opinion pieces The Real Mother Goose (Blanche Fisher the class, choose a student to come up and in which they tell a reader Wright) follow the words from left to right with a the topic or the name of Red Is for Dragon: A Book of Colors pointer.(RF.K.1a, RL.K.4, RL.K.5) the book they are writing (Roseanne Thong and Grace Lin) about and state an Clang! Clang! Beep! Beep! Listen to the City INFORMATIONAL TEXT/LITERARY TEXT opinion or preference (Robert Burleigh and Beppe Giacobbe) As the class reads an informational or literary about the topic or A Colorful Time with Rhythm and Rhyme 5 book, introduce the idea of author and illustrator. book Itsy Bitsy Spider (Iza Trapani) Describe their roles in the creation of a text. Do a Grandmother’s Nursery Rhymes: Las Nanas ‘‘text walk”. As you read an informational text SL.K.1: Participate in de Abuelita (Nelly Palacio Jaramillo) such as All the Colors of the Rainbow, pause to collaborative Poems (Read Aloud) ask the children questions. Encourage them to conversations with ask questions about the text and unfamiliar ‘‘Halfway Down’’ (A. A. Milne) (E) diverse partners about words. (RI.K.4, RI.K.5, RI.K.6, RL.K.4) ‘‘Singing Time’’ (Rose Fyleman) (E) kindergarten topics and texts with peers and ‘‘Mary Had a Little Lamb’’ (Sarah Josepha CLASS DISCUSSION/POETRY adults in small and larger Hale) Arrange small groups of students and place an groups. ‘‘Time to Rise’’ (Robert Louis Stevenson) object (e.g., a block) in the middle of each circle. ‘‘Twinkle, Twinkle, Little Star’’ (Ann and Jane Instruct the students to discuss which poem in SL.K.1(a): Follow Taylor) this unit is their favorite. Students pick up the agreed-upon rules for Nursery Rhymes (Read Along) block when ready to share. Ask them to put the discussions (e.g., ‘‘Diddle, Diddle, Dumpling’’ block back in the middle when finished. When listening to others and ‘‘Early to Bed’’ working with a group, ask the student who has taking turns talking about ‘‘Georgie Porgie’’ the floor to think of/share a word that rhymes with the topics and texts ‘‘Hey Diddle Diddle’’ the last word of a sentence in the chosen poem. under discussion). ‘‘Humpty Dumpty’’ (SL.K.1, SL.K.1a) ‘‘Jack and Jill’’ L.K.5: With guidance and ‘‘Jack Be Nimble’’ ART/WRITING support from adults, ‘‘Little Bo Peep’’ Show students the Whistler and the Rivera. Ask explore word ‘‘Little Boy Blue’’ them to discuss how Whistler used a mostly relationships and ‘‘Little Jack Horner’’ black and white palette, while Rivera used a wide nuances in word ‘‘Little Miss Muffet’’ range of colors. Then ask them to choose to meanings. draw their favorite of the two works, either in Ware Public Schools Common Core Curriculum, ELA-Kindergarten adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 | 2 Preliminary Edition – August 2012 Focus Standards Suggested Works/Resources Sample Activities and Assessment L.K.5(a): Sort common ‘‘Old Mother Hubbard’’ black and white or using a wide range of colors. objects into categories ‘‘Pat-a-Cake’’ (W.K.2, SL.K.5) (e.g., shapes, foods) to ‘‘Ring Around the Rosey’’ gain a sense of the ‘‘Rock-a-bye, Baby’’ LANGUAGE/VOCABULARY concepts the categories ‘‘Roses Are Red’’ Prepare a basket of colored objects. Invite represent. ‘‘Simple Simon’’ students to come to the basket and choose ‘‘Star Light, Star Bright’’ something to tell the class about. This is the rule: Each student must describe the object using at INFORMATIONAL TEXTS least two ‘‘describing words’’ (i.e., adjectives). Informational Books Example: a bright red apple, a small green block. Extend this activity by introducing opposites of My Five Senses (Aliki) (E) one of the adjectives. ‘‘You showed me a small Informational Books (Read Aloud) block. Now find a large block.’’ You could have All the Colors of the Rainbow (Rookie Read- another vocabulary activity with the same About Science Series) (Allan Fowler) collection by sorting the same objects into color The Magic School Bus Makes a Rainbow: A categories such as ‘‘red’’ and ‘‘green’’ or by Book About Color (Joanna Cole, Carolyn asking the students to think of rhyming words Braken and Bruce Degan) that describe. (L.K.5a) Colors and Shapes: Los colores y las figuras (Gladys Rosa-Mendoza, Carolina Cifuentes, ART/CLASS DISCUSSION/VOCABULARY and Michele Noiset) CONNECTION I Spy Colors in Art (Lucy Micklethwait) Display the works by Matisse and Picasso. Ask Colors (Learning with Animals) (Melanie the students what color dominates each work. Watt) Ask the students why they think Picasso chose Matisse: The King of Color (Laurence blue and Matisse chose red. Ask how the Anholt) paintings are the same (e.g., both figures are A World of Colors: Seeing Colors in a New preparing food and neither is looking at us) and Way (Marie Houblon) how they are different (e.g., we can see outside in the Matisse, whereas Picasso’s is a close-up), ART, MUSIC, AND MEDIA preparing the way for literature conversations in Henri Matisse, The Dessert: Harmony in comparing and contrasting texts. (SL.K.1, Red (1908) SL.K.5) James Abbott McNeill Whistler, Arrangement in Black and Gray: The Artist’s Mother (1871) Ware Public Schools Common Core Curriculum, ELA-Kindergarten adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 | 3 Preliminary Edition – August 2012 Focus Standards Suggested Works/Resources Sample Activities and Assessment Diego Rivera, Flower Day (1925) Pieter Bruegel, The Hunters in the Snow (1565) Helen Frankenthaler, Mountains and Sea (1952) Paul Gauguin, The Midday Nap (1894) Pablo Picasso, Le Gourmet (1901) Ware Public Schools Common Core Curriculum, ELA-Kindergarten adopted August 2012 from Common Core, Inc.; Jossey-Bass; San Francisco, CA, 2012 | 4 Preliminary Edition – August 2012 Curriculum Map – Ware Public Schools – English Language Arts: Kindergarten Tell A Story, 1-2-3 Unit 2 - Number of Weeks: 6 – mid Oct.-Nov. Essential Question: Why do we include a beginning, middle, and end when we tell stories? Terminology: author, beginning, characters, end, illustration, illustrator, middle, number words, ordinal numbers, poem, retelling, sequence, storybook, versions Focus Standards Suggested Works/Resources Sample Activities and Assessment Lexile Framework for (E) indicates a CCSS exemplar text (AD) Adult Directed Reading (EA) indicates a text from a writer with other (IG) Illustrated Guide http://lexile.com/fab/ works identified as exemplar (NC) Non-Conforming RL.K.2: With prompting LITERARY TEXTS DRA and • support, retell Counting Books (Read Aloud) DIBELS familiar stories, including Ten, Nine, Eight (Molly Bang) (EA) key details. Chicka Chicka 1, 2, 3 (Bill Martin, Jr., CLASS DISCUSSION / LITERATURE Michael Sampson, and Lois Ehlert) Arrange small groups of students and place an object RL.K.9: With prompting Ten Apples Up on Top (Dr. Seuss (e.g., a block) in the middle of the circle. As a class, tell and support, compare and Roy McKie) (EA) the story of Goldilocks and the Three Bears, having and contrast the One is a Snail, Ten is a Crab: A students take turns telling the events in the story.