Curriculum Development Overview
Unit Planning for
Kindergarten
Mathematics
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Content Area | Mathematics |
Grade Level |
Kindergarten | ||||||
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Course Name/Course Code |
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Standard |
Grade Level Expectations (GLE) |
GLE Code |
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1. Number Sense, Properties, and Operations |
1. Whole numbers can be used to name, count, represent, and order quantity |
MA10-GR.K-S.1-GLE.1 |
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2. |
2. Composing and decomposing quantity forms the foundation for addition and subtraction |
MA10-GR.K-S.1-GLE.2 |
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3. Patterns, Functions, and Algebraic Structures |
Expectations for this standard are integrated into the other standards at this grade level. |
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4. Data Analysis, Statistics, and Probability |
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5. Shape, Dimension, and Geometric Relationships |
1. Shapes are described by their characteristics and position and created by composing and decomposing |
MA10-GR.K-S.4-GLE.1 |
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6. |
2. Measurement is used to compare and order objects |
MA10-GR.K-S.4-GLE.2 |
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Colorado 21st Century Skills
Critical Thinking and Reasoning:
Information Literacy:
Collaboration:
Self-Direction:
Invention: |
Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. |
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Unit Titles |
Length of Unit/Contact Hours |
Unit Number/Sequence |
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Building Block Numbers |
5 weeks |
Before Tricky Teens unit |
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Shapes all Around us |
6-7 weeks |
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Tricky Teens and Beyond |
6 weeks |
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Breaking apart is hard to do |
Before Put it Together and Take it Apart unit and after Tricky Teens and Beyond unit |
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| Put it Together and Take it Apart |
Curriculum Development Course at a Glance
Planning for Kindergarten Mathematics
Authors of the Sample: Carol Beers (Delta County 50J); Tonya Farmer (Eagle County RE 50): Jaime Green (Adams-Arapahoe 28J)
Kindergarten, Mathematics Complete Sample Curriculum – Posted: February 15, 2013 Page 1 of 11
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Unit Title |
Length of Unit |
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Focusing Lens(es) |
Representation |
Standards and Grade Level Expectations Addressed in this Unit |
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Inquiry Questions (Engaging- Debatable): |
· Is there a wrong way to count? (MA10-GR.K-S.1-GLE.1-IQ.2) · Why do we count things? (MA10-GR.K-S.1-GLE.1-IQ.1) |
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Unit Strands |
Counting and Cardinality , Personal Financial Literacy |
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Concepts |
Counting, cardinality, number names, quantity, numerals, sequence, zero, equivalence |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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When counting objects, each object is paired with one and only one number name and each number name with one and only one object (one-to-one correspondence principle) (MA10-GR.K-S.1-GLE.1-EO.b.i) |
How many number names do you say with each object you are counting? |
Why do we only use one number name with each object we touch when counting? How do you know when all the objects in a set have been counted? |
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Number names are arranged in a fixed order (stable-order of number names principle) (MA10-GR.K-S.1-GLE.1-EO.a) |
What are the number names in order from 1 to 10? |
Why do we have to say the number names in the same order each time we count? |
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The order in which objects are counted does not impact the total number of objects, and the quantity of objects remains constant even if the objects are rearranged (order-irrelevance principle) (MA10-GR.K-S.1-GLE.1-EO.b.i) |
What does it mean to be second and how is it different than two? (MA10-GR.K-S.1-GLE.1-IQ.4) |
Is there a wrong way to count? Why? |
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The last number name said when counting a set of objects tells the number of objects counted, answering the question, “how many,” (cardinal principle) (MA10-GR.K-S.1-GLE.1-EO.b.i) |
What is the total number of objects in this set? Can you show me how your total is correct? |
How do you determine how many? |
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The principles of counting (one-to-one correspondence, stable order of number names, order irrelevance, and cardinal) applies not only to objects with the same attributes but also different attributes or non-visual things such as sounds or actions (abstraction principle) (MA10-GR.K-S.1-GLE.1-EO.b) |
What types of things can be counted? |
How do you count sounds? Actions? |
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Numerals represent quantities and each successive number name refers to a quantity one larger than the previous number name (MA10-GR.K-S.1-GLE.1-EO.a, c) |
What is a numeral? |
How can you represent a number in a variety of ways? |
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The terms “greater than,” “less than,” and “same as” (equivalence) document the comparison and ordering of sets of objects. (MA10-GR.K-S.1-GLE.1-EO.c) |
What does it mean for one set of objects to have the same amount as another set? |
How do you know if there is more, less or the same amount of objects? (MA10-GR.K-S.1-GLE.1-IQ.3) |
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The numeral zero provides the means to represent and document when there are no objects to count (MA10-GR.K-S.1-GLE.1-EO.a.iii) |
What number is one less than one? |
Why do we need the number zero? |
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Key Knowledge and Skills: My students will… |
What students will know and be able to do are so closely linked in the concept-based discipline of mathematics. Therefore, in the mathematics samples what students should know and do are combined. |
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· Count forward to 10 by ones from any given number (MA10-GR.K-S.1-GLE.1-EO.a.i., a.ii) · Write numbers 0 to 10 as numerals (MA10-GR.K-S.1-GLE.1-EO.a.iii) · Represent a number of objects with a written numeral with 0 representing a count of no objects (MA10-GR.K-S.1-GLE.1-EO.a.iii) · Count as many as 10 things in a scattered configuration (MA10-GR.K-S.1-GLE.1-EO.b.ii) · Count out a specified number of objects for quantities less than 10 (MA10-GR.K-S.1-GLE.1-EO.b.ii) · Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (MA10-GR.K-S.1-GLE.1-EO.c.i) · Compare two numbers between 1 and 10 as written numbers (MA10-GR.K-S.1-GLE.1-EO.c.ii) · Identify groups of objects fewer than five without counting (MA10-GR.K-S.1-GLE.1-EO.c.iii) * |
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Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: |
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A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): |
I know there are more red bears than blue bears because I counted five red bears and three blue bears. There are ten bears and the red one is the second bear. |
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Academic Vocabulary: |
Count, greater than, less than, equal to, compare, objects |
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Technical Vocabulary: |
Quantity, numeral, number, number names, zero, represent |
*Denotes connection to Personal Financial Literacy (PFL)
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Identity/Comparison |
MA10-GR.K-S.4-GLE.1 MA10-GR.K-S.4-GLE.2 |
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· What things are round? (MA10-GR.K-S.4-GLE.1-IQ.2) · What do round things have in common? (MA10-GR.K-S.4-GLE.1-IQ.2) · What happens when people use their foot to measure objects? |
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Geometry, Measurement and Data, Personal Financial Literacy |
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Dimension, attributes, compose, shape (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres), position/orientation (above, below, beside, in front of, behind, and next to), comparison, model, compare, describe, order, classify, shape, attributes, length, weight, price, slide, turn, flip |
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Composing and reorienting basic shapes creates more complex shapes, which reflect the kinds of shapes we find in the real world (MA10-GR.K-S.4-GLE.1-EO.b) |
What shapes can be used to create a hexagon? |
How do shapes help us describe our world? How can you make one shape with other shapes? (MA10-GR.K-S.4-GLE.1-IQ.4) |
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Relative position provides the means to document an object’s spatial location/position in relation to another object (MA10-GR.K-S.4-GLE.1-EO.a.i) |
What words describe an objects relative position? What are the ways to describe where an object is? (MA10-GR.K-S.4-GLE.1-IQ.1) |
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Defining attributes describe and provide a means for comparing and naming shapes regardless of orientation, size or color (MA10-GR.K-S.4-GLE.1-EO.a) |
What is an attribute? What shape has three sides? What are names of basic shapes and what do these shapes look like? What is the difference between a two-dimensional and three-dimensional shape? |
How can shapes be described and compared? How are these shapes alike and how are they different? (MA10-GR.K-S.4-GLE.1-IQ.3) How can you use attributes to name shapes? |
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Measurement requires an attribute such as length, height, weight, or price and allows for comparison, description, classification and ordering of objects (MA10-GR.K-S.4-GLE.2-EO.a.i, a.ii, a.iii, a.iv, b) |
What attributes can you measure to place objects in groups or categories? What tools can be used to measure an object? |
How do measurable attributes help us compare and order objects? |
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Informal terms such as long, short, or thin/thick describe the attribute of length (MA10-GR.K-S.4-GLE.2-EO.a.i) |
What terms informally describe length? |
How is height different from length? (MA10-GR.K-S.4-GLE.2-IQ.2) |
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When comparing two objects’ attributes, such as their lengths, the attribute does not change when sliding, turning or flipping (i.e., rigid transformations) the objects (MA10-GR.K-S.4-GLE.2-EO.a.iii, a.iv) and (MA10-GR.K-S.4-GLE.1-EO.b.i) |
What motions can be done to this object so that the length does not change? |
How can you tell when one thing is bigger than another? (MA10-GR.K-S.4-GLE.1-IQ.1) |
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· Identify and correctly names shapes regardless of their orientation including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres (MA10-GR.K-S.4-GLE.1-EO.a) · Identify shapes as two-dimensional or three-dimensional (MA10-GR.K-S.4-GLE.1-EO.a.iii) · Describe shapes using positional words including above, below, beside, in front of, behind, and next to (MA10-GR.K-S.4-GLE.1-EO.a.i) · Analyze and compare shapes using their attributes in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes (MA10-GR.K-S.4-GLE.1-EO.b.i) · Model shapes in the world by building shapes from components and drawing shapes (MA10-GR.K-S.4-GLE.1-EO.b.ii) · Compose simple shapes to form larger shapes (MA10-GR.K-S.4-GLE.1-EO.b.iii) · Describe several measureable attributes of objects (length, weight, height, price) (MA10-GR.K-S.4-GLE.2-EO.a.i, a.ii) · Compare the similarities and differences of two objects using several measureable attributes and describe difference (MA10-GR.K-S.4-GLE.2-EO.a.iii, b.i) · Order two objects by length, weight, height and price (MA10-GR.K-S.4-GLE.2-EO.a.iv)* · Classify objects into given categories and count the objects in each category and sort the categories by count (MA10-GR.K-S.4-GLE.2-EO.b) |
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The green triangle pattern blocks are on top of the circular table. The ice cream cone has a cone shape. The stapler is heavier than the pencil. |
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Positional words (e.g., below, above, in front of, behind, next to, and beside), describe, identify, analyze, building, differences, similarities, create, compare, size, corners, greater than, less than, describe, compare, sort, classify, count, objects, difference, similar |
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Drawing, model, shapes (e.g., sphere, circle, cube, square, triangle, rectangle, cone, cylinder, hexagon), flat, solid, compose, decompose, two-dimensional, three-dimensional, orientation, attributes, vertices, sides, geometry, measureable attributes, length, height, weight, price, category |
*Denotes connection to Personal Financial Literacy (PFL)
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Representation
Organization |
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· How do numbers change when we get to 10? (MA10-GR.K-S.1-GLE.1-EO.a.iii) · Why do we say 12, twelve, and not ten-two? |
| Counting and Cardinality |
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Quantity, numerals, number names, models, sequence, patterns, count all, counting on, ones, tens |
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Numerals, number-names and models represent quantities (MA10-GR.K-S.1-GLE.1-EO.a) |
What is a number? |
How can you represent a number in a variety of ways?
How can you describe a number? |
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The principles of counting (one-to-one correspondence, stable order of number names, order irrelevance, cardinality and abstraction) extend to numbers beyond ten (MA10-GR.K-S.1-GLE.1.EO.b) |
What does it mean to count accurately? How do you know when you have counted accurately? How can you keep a large group of objects organized? |
How do you determine how many?
Why is it important to stay organized when counting larger quantities? |
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Flexibility with forward (and backward) counting sequences supports comparison of quantities (MA10-GR.K-S.1-GLE.1-EO.a.i, c) |
How do you know if there is more or less? |
Why do we compare numbers? |
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Advanced counting entails “counting on” from a previous count (i.e., continuing to count) rather than a start over or “count all” method (MA10-GR.K-S.1-GLE.1-EO.a, b) |
What are different ways to count? |
When counting, what does it mean to count from a previous count? |
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The tens and ones patterns found in the number names and numerals create an easy method for counting larger and larger numbers but the numbers from 11 to 19 have a unique pattern (MA10-GR.K-S.1-GLE.1-EO.a.i) |
What number name represents ten plus 3 more? What number name represents two tens plus 3 more? Three tens plus 3 more? What are the number names (in order) from 10-20? |
Why do some people call “teen” numbers the “tricky teens”? |
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· Count to 100 by ones and tens (MA10-GR.K-S.1-GLE.1-EO.a.i) · Count forward from a given number (MA10-GR.K-S.1-GLE.1-EO.a.ii) · Write numbers 0 to 20 as numerals (MA10-GR.K-S.1-GLE.1-EO.a.iii) · Represent a number of objects with a written numeral 0 to 20 (MA10-GR.K-S.1-GLE.1-EO.a.iii) · Count large quantities of objects (more than ten) by arranging the items in a line or rectangular array to ensure accurate and efficient counting (MA10-GR.K-S.1-GLE.1-EO.b.ii) · Count out a specified number of objects for quantities from 1 to 20 (MA10-GR.K-S.1-GLE.1-EO.b.ii) · Compare groups of objects as either greater than, less than or equal to the number of objects in another group (MA10-GR.K-S.1-GLE.1-EO.c.i) |
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I counted seventeen bears, there are seventeen bears on the table. You can rearrange them but there will still only be seventeen bears on the table. |
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Count, greater than, less than, equal to, compare, objects, represent, quantity, accurate/accurately |
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Numeral, number, cardinal numbers (e.g., first, second, third), number names, zero, tens, ones, |
| Relationships |
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· Why are there multiple ways to break apart a number? · How many ways can you separate a group of ten objects? (MA10-GR.K-S.1-GLE.2-IQ.2) |
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Operations and Algebraic Thinking, Number and Operations in Base Ten |
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Compose, decompose, ones, tens, equation, model (e.g., drawing), place value, combine/join, break apart/separate |
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Composing/decomposing refers to the ability to combine/break apart a number or set of numbers to produce another number and to reverse the process (MA10-GR.K-S.1-GLE.2-EO.aiii, c) |
What happens when two quantities are combined? (MA10-GR.K-S.1-GLE.2-IQ.1) What happens when a group of objects is separated into different groups? (MA10-GR.K-S.1-GLE.2-IQ.2) What are different ways of showing how to combine and break apart numbers? |
How can a number be combined or broken apart in multiple ways? |
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Quantities, broken apart (separated/decomposed) to form subgroups and combined (joined/composed) in multiple ways, show relationships between three numbers (MA10-GR.K-S.1-GLE.2-EO.aiii, a.v) |
What number when combined with 2 makes ten? What other numbers work together to make 10? |
How can you tell if three numbers have a relationship (combined or broken apart)? |
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Models of ten ones and additional ones allow the composing and decomposing of numbers 11-19 (MA10-GR.K-S.1-GLE.2-EO.c) |
What number is made up of ten ones and six more ones? |
Why is it helpful to break apart “teen” numbers into ten ones and additional ones? |
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· Find the number that make 10 when added to a number from 1 to 9 (MA10-GR.K-S.1-GLE.2-EO.a.iv) · Decompose numbers less than or equal to 10 in multiple ways and show and record the decomposition by drawings and equations (MA10-GR.K-S.1-GLE.2-EO.a.iii) · Compose numbers to create 10 when given a number from 1 to 9 (MA10-GR.K-S.1-GLE.2-EO.aiv) · Compose and decompose numbers from 11 to 19 into tens and ones and record the compositions and decomposition using drawings and equations (MA10-GR.K-S.1-GLE.2-EO.c) |
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I have eight and I need two more to make ten. Five can be broken apart as three and two. |
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Represent, count, less than, greater than, equal to |
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Compose, decompose, number names, place value, tens, ones |
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· Can any three numbers be put together to make a relationship? (MA10-GR.K-S.1-GLE.2-IQ.1) · How do you know when to put things together and when to separate them? |
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Operations and Algebraic Thinking, Personal Financial Literacy |
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Compose, decompose, addition, subtraction, model (objects, mental images, drawings, sounds, acting out, verbal explanations, expressions, equations), word problems, symbols, join, put together, add to, separate, take apart, taking from |
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Addition and subtraction problems use numerals, the addition symbol, the subtraction symbol, and the equal symbol to form an equation (+, -, =) (MA10-GR.K-S.1-GLE.2EO.a.i) |
What symbol shows addition? What symbol shows subtraction? |
Why is the = the correct symbol between 2+3 = 4+1? |
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Strategies for solving addition and subtraction word problems include acting out with objects and illustrating with drawings; both can be used to justify/explain an answer (MA10-GR.K-S.1-GLE.2-EO.a.ii, a.iii, a.iv) |
What are ways to represent addition and subtraction problems? |
How does modeling the actions of a world problem help to solve it? |
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The operations of addition and subtraction describe actions in the world such as joining, putting together, adding to, separating, taking apart and taking from (MA10-GR.K-S.1-GLE.2-EO.a) |
What is the difference between addition and subtraction? What is an example of a problem that can be solved by adding? What is an example of a problem that can be solved by subtraction? |
How is a “joining” problem different from a “separating” problem? |
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· Represent addition and subtraction in a variety of ways (with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions or equations) (MA10-GR.K-S.1-GLE.2-EO.a.i) · Solve addition and subtraction word problems by adding and subtracting within 10 (MA10-GR.K-S.1-GLE.2-EO.a.ii) · Model and solve addition and subtraction problems within the number 10 using objects such as coins and drawings (MA10-GR.K-S.1-GLE.2-EO.a.v)* · Fluently add and subtract within 5 (MA10-GR.K-S.1-GLE.2-EO.b) |
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I joined 5 red bears with 3 brown bears and I know I have 8 bears, which shows that 5 plus 3 equals 8. |
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count, less than, greater than, equal to, the same as, groups, all together |
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Represent, compose, decompose, number names, addition, subtraction, plus, minus, addition symbol (+), subtraction symbol (-), equal symbol (=), take away, take apart, combine, put together |
* Denotes connection to Personal Financial Literacy (PFL)
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I am future teacher Kindergarten General Teacher (general teacher, not art or dancing or physical teacher.) Please writing assignment for general teacher.
Instruction:
Watch the 2 videos by Grant Wiggins and take notes about how to engage in plan instructional units.
1. Read the Wiggins & McTighe White Paper
2. Access the sample Math
Links to an external site.or
Reading/Writing
Links to an external site.
Curriculum, scroll to and the grade level that corresponds with your area of certification.
3. Download sample curriculum document by your select grade level (eg. if you are in Early Childhood program, you may download the first grade curriculum).
4. Review the Curriculum carefully paying close attention to the standards and unit plan section and answer the following questions:
1. State the grade level and provide the weblink to the unit you selected.
2. What is the projected length of the unit you selected?
3. How many lessons are within the unit you selected?
4. What content standards does the unit address?
5. How does each lesson align to the overarching desired outcomes?
6. How do the planned assessments align to the desired outcomes
5. Taking into account the Danielson Framework for teaching and what you have learned about Understanding by Design, explain in between 50-75 words why unit planning an important element in the teaching and learning process?
https://www.cde.state.co.us/standardsandinstruction/instructionalunit-resources
https://www.cde.state.co.us/standardsandinstruction/instructionalunits-kindergarten#RWC
https://www.cde.state.co.us/standardsandinstruction/instructionalunit-resources
https://www.cde.state.co.us/standardsandinstruction/curriculumoverviews/readingwritingcommunicating
https://www.cde.state.co.us/standardsandinstruction/curriculumoverviews/mathematics
https://www.cde.state.co.us/standardsandinstruction/curriculumoverviews/mathematics
https://www.cde.state.co.us/standardsandinstruction/curriculumoverviews/mathematics
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.utwente.nl/en/examination/faq-testing-assessment/60formativeassessment
https://www.map.mathshell.org/lessons.php
According to the:
Danielson Framework for Teaching
Links to an external site.
:
Curriculum Development Overview
Unit Planning for
Kindergarten
Reading, Writing, and Communicating
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Content Area |
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Reading, Writing, and Communicating |
Grade Level |
Kindergarten | |||||||
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Course Name/Course Code |
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Standard |
Grade Level Expectations (GLE) |
GLE Code |
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1 . Oral Expression and Listening |
1. Oral communication skills are built within a language-rich environment |
RWC10-GR.k-S.1-GLE.1 |
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2 . |
2. Communication relies on effective verbal and nonverbal skills |
RWC10-GR.k-S.1-GLE.2 |
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3 . |
3. Vocal sounds produce words and meaning to create early knowledge of phonemic awareness |
RWC10-GR.k-S.1-GLE.3 |
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4 . Reading for All Purposes |
1. A concept of print to read and a solid comprehension of literary texts are the building blocks for reading |
RWC10-GR.k-S.2-GLE.1 |
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5. |
2. A concept of print to read and a solid comprehension of informational text are the building blocks for reading |
RWC10-GR.k-S.2-GLE.2 |
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6. |
3. Decoding words in print requires alphabet recognition and knowledge of letter sounds |
RWC10-GR.k-S.2-GLE.3 |
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7. Writing and Composition |
1. Text types and purposes, labels, and familiar words are used to communicate information and ideas |
RWC10-GR.k-S.3-GLE.1 |
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8. |
2. Appropriate mechanics and conventions are used to create simple texts |
RWC10-GR.k-S.3-GLE.2 |
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9. Research and Reasoning |
1. A variety of locations must be explored to find information that answers questions of interest |
RWC10-GR.k-S.4-GLE.1 |
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10. |
2. Identify purpose, information and question an issue |
RWC10-GR.k-S.4-GLE.2 |
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11. |
3. Quality of thinking depends on the quality of questions |
RWC10-GR.k-S.4-GLE.3 |
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Colorado 21st Century Skills |
Common Core Reading Foundational Standards |
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Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently
Information Literacy:
Collaboration:
Self-Direction:
Invention: |
Print Concepts: CCSS.RF.K.1a Follow words from left to right, top to bottom, and page by page. CCSS.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.RF.K.1c Understand that words are separated by spaces in print. CCSS.RF.K.1d Recognize and name all upper- and lowercase letters of the alphabet.
Phonological Awareness: CCSS.RF.K.2a Recognize and produce rhyming words. CCSS.RF.K.2b Count, pronounce, blend, and segment syllables in spoken words. CCSS.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words. CCSS.RF.K.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/.) CCSS.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phonics and Word Recognition: CCSS.RF.K.3a Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. CCSS.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.RF.K.3c Read common high-frequency words by sight (e.g., CCSS.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Fluency: |
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Unit Titles |
Length of Unit/Contact Hours |
Unit Number/Sequence |
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Similarities and Differences |
6-8 weeks |
1 | |||||||||
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Reading our World |
2 | ||||||||||
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Learning thought Inquiry |
3 | ||||||||||
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Telling our Story |
4 |
Curriculum Development Course at a Glance
Planning for Kindergarten Reading, Writing, and Communicating
Authors of the Sample: Sara Linsacum (Moffat); Jessica Grigg (Clear Creek); and Hollyanna Bates (Summit)
Kindergarten, Reading, Writing, and Communicating Complete Sample Curriculum – Posted: February 15, 2013 Page 1 of 14
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Unit Title |
Length of Unit |
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Focusing Lens(es) |
Standards and Grade Level Expectations Addressed in this Unit |
RWC10-GR.k-S.1-GLE.1 RWC10-GR.k-S.1-GLE.2 RWC10-GR.k-S.1-GLE.3 RWC10-GR.k-S.2-GLE.1 RWC10-GR.k-S.2-GLE.2 RWC10-GR.k-S.2-GLE.3 |
RWC10-GR.k-S.3-GLE.1 RWC10-GR.k-S.3-GLE.2 RWC10-GR.k-S.4-GLE.1 RWC10-GR.k-S.4-GLE.2 RWC10-GR.k-S.4-GLE.3 |
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Inquiry Questions (Engaging- Debatable): |
· Why is it important to learn new words? (RWC10-GR.k -S.1-GLE.1-EO.f) · When talking to a partner, why is it important to speak clearly and use words the person understands? (RWC10-GR.k -S.1-GLE.1-EO.c) · How are you similar or different from others? (RWC10-GR.k -S.1-GLE.1-EO.a) and (RWC10-GR.k -S.2-GLE.1) |
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Unit Strands |
Oral Expression & listening – Reading for all Purposes – Writing and Composition – Research and Reasoning |
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Concepts |
In content: |
In reading: |
In writing: |
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thoughts, meanings, ideas, conversations, letters, sounds, compare and contrast |
phonics, fluency, phonological awareness, vocabulary, comprehension |
phonics, fluency, phonological awareness, vocabulary, comprehension, spelling |
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Generalizations My students will Understand that… |
Guiding Questions Factual Conceptual |
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Word decoding requires alphabet recognition and knowledge of letter sounds. (RWC10-GR.k -S.2-GLE.3)* |
Do letters have only one sound? Give examples. (RWC10-GR.k -S.2-GLE.3-EO.b, d) |
Why do we need to be able to decode words? |
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Solid phonological awareness skills allow students to begin learning to read. (RWC10-GR.k -S.1-GLE.3)* |
What does it mean to segment a word? (RWC10-GR.k -S.1-GLE.3-EO.e-g) What does it mean to blend a word? (RWC10-GR.k -S.1-GLE.3-EO.d) |
How is phonological awareness used when we read? (RWC10-GR.k -S.1-GLE.3; S.2-GLE.3-EO.b) |
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Concept of word predicts later reading success. (RWC10-GR.k -S.2-GLE.3)* |
What is Concept of Word? Why are the sounds and letters in words important? (RWC10-GR.k -S.2-GLE.3-N.1) |
How does accurate finger-pointing help K students as they learn to read? |
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Clearly expressed communication conveys thoughts, meanings and ideas. (RWC10-GR.k-S.1-GLE.1-EO.c) |
What are some ways you communicate with your parents? (RWC10-GR.k-S.1-GLE.1) |
How do people communicate?( RWC10-GR.k-S.1-GLE.1 S.1-GLE.2) |
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Environmental print, letters and symbols, help people organize each day. (RWC10-GR.k-S.1-GLE.1-EO.a-d) and (RWC10-GR.k-S.2-GLE.2-EO.b) and (RWC10-GR.k-S.2-GLE.3) |
Where do you see environmental print? (RWC10-GR.k-S.2-GLE.1) What is your favorite word you can read on a sign? (RWC10-GR.k-S.2-GLE.1) and (RWC10-GR.k-S.2-GLE.2.EO.a) |
How does environmental print influence your daily life? (RWC10-GR.k-S1-GLE.1-RA.1-2) |
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Comparing and contrasting strategies identify similarities and differences in people’s lives. (RWC10-GR.k-S.1-GLE.1-EO.a) and (RWC10-GR.k-S.2-GLE.2-EO.c.iii) |
Identify objects that are similar. Tell me something that is different from your neighbor. (RWC10-GR.k-S.1-GLE.1) and (RWC10-GR.k-S.1-GLE.2) |
Why do we compare and contrast? |
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Critical Content: My students will Know… |
Key Skills: My students will be able to (Do)… |
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· The organization and basic features of print. · The beginning sound of words out of context. (RWC10-GR.k -S.1-GLE.3; S.2-GLE.2) and (RWC10-GR.k -S.2-GLE.3) · Each letter makes a sound. (RWC10-GR.k -S.2-GLE.2) and (RWC10-GR.k -S.2-GLE.3-EO.a-b) · Letters make words. (RWC10-GR.k -S.2-GLE.2) and (RWC10-GR.k-S.2-GLE.3-EO.a-b) · Common signs and symbols in their school and neighborhood. (RWC10-GR.k-S.1-GLE.1-EO.f-j) and (RWC10-GR.k-S.2-GLE.2-EO.b) · The significance of self-to-text connections for comprehension. (RWC10-GR.k-S.2-GLE.1; S.2-GLE.2) · The spelling of their first name (through writing). (RWC10-GR.k-S.3-GLE.3) · Their first and last names when encountered in text. (RWC10-GR.k -S.3-GLE.3) · Classroom expectations for communication. (RWC10-GR.k -S.1-GLE.2) |
· Demonstrate understanding of the organization and basic features of print. · Follow words from left to right, top to bottom, and page by page. · Recognize that spoken words are represented in written language by specific sequences of letters. · Explain that words are separated by spaces in print. · Recognize and name all upper- and lowercase letters of the alphabet. · Count, pronounce, blend, and segment syllables in spoken words. · Blend and segment onsets and rimes of single-syllable spoken words. · Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. · Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. · Read common high-frequency words by sight (e.g., · Read emergent-reader texts with purpose and understanding. · Recognize and produce rhyming words. (RWC10-GR.k -S.1-GLE.3-EO.a) · Describe similarities and differences in sounds, letters and words. (RWC10-GR.k -S.2-GLE.3) · Describe and recognize similarities and differences of familiar people, places, things and events and with prompting and support (RWC10-GR.k -S.1-GLE.1) · Add drawings or other visual displays to descriptions as desired to provide additional details. (RWC10-GR.k-S.1-GLE.1-EO.b) and (RWC10-GR.k-S.3-GLE.1-EO.a) · Speak audibly and express thoughts, feelings, and ideas clearly. (RWC10-GR.k-S.1-GLE.1-EO.c) · Identify real-life connections between words and their use. (RWC10-GR.k-S.1-GLE.1-EO.f) · Express acquired vocabulary accurately as encountered in books, instruction, and conversation. (RWC10-GR.k-S.1-GLE.1-EO.h-j) · Draw a self-portrait. (RWC10-GR.k-S.3-GLE.1-EO.a) |
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Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline. EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: |
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A student in ______________ can demonstrate the ability to apply and comprehend critical language through the following statement(s): |
“The letter c is similar to the letter k because they both make the same sound.” “In our community there are symbols to help keep us safe.” |
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Academic Vocabulary: |
Tier 1: Me, my, I – etc. (continue to teach these, as needed) Tier 2: Similar, different, communicate, compare, contrast, connection, symbol, title, express, community |
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Technical Vocabulary: |
Author, illustrator, schema, environmental print, vowels, consonants, letter name/letter sound |
*These generalizations reflect the significant developmental components of reading and writing instruction essential for student mastery of the Colorado Academic Standards; they thread across the entire year and, thus, are included in every unit overview at this grade level.
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Reading the World / informational Text in Action |
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Function/purpose |
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· Explain why informational text is not read like a literary text. (RWC10-GR.k-S.2-GLE.2-IQ.2) · If the author visited today, what would you ask? (RWC10-GR.k-S.2-GLE.2-EO.b.iii) · The pictures in this text suggest the story is about _______________. (RWC10-GR.k-S.2-GLE.2-EO.c.i) |
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Oral Expression and Listening, Reading for All Purposes, Writing and Composition, Research and Reasoning |
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innovation, structure, function, design, complexity, balance, facts, compare and contrast, verification |
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The design of informational texts may increase a text’s complexity, which facilitates the development of knowledgeable human beings. (RWC10-GR.k-S.2-GLE.2) |
What differences do you see in the structure of informational texts? |
What makes reading informational texts more complex? How do you know informational text is true? (RWC10-GR.k-S.4-GLE.2) and (RWC10-GR.k-S.4-GLE.3) |
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Informational texts present unique forms of text structures and functions. (RWC10-GR.k-S.2-GLE.1) and (RWC10-GR.k-S.2-GLE.2) |
What are some key differences between informational and literary texts? |
Why is it important to teach students about the differences between reading narrative and informational text(s)? (RWC10-GR.k-S.2-GLE.1) and (RWC10-GR.k-S.2-GLE.2) How do authors get content to write informational text? (RWC10-GR.k-S.4-GLE.2) and (RWC10-GR.k-S.4-GLE.3) |
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Informational texts provide insight into the world and its people. (RWC10-GR.k-S.2-GLE.2-EO.a.iii) |
Who are some informational-text authors and their subjects? |
Why do people write about different topics? (RWC10-GR.k-S.4-GLE.3) How do informational texts teach us about the world? |
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Informational texts provide evidence for comparing and contrasting representations of an idea (RWC10-GR.k-S.2-GLE.2-EO.c.iii) and (RWC10-GR.k-S.4-GLE.1) |
What features are typical of informational texts? |
How do you know the difference between informational and other forms of text? (RWC10-GR.k-S.2-GLE.1) and (RWC10-GR.k-S.4-GLE.3) |
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Authors organize information to support main ideas (RWC10-GR.k-S.2-GLE.2) |
What is an example of an organizational structure author’s use to support main ideas? |
How do you identify the main idea of a text? |
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· The organization and basic features of print. (RWC10-GR.k-S.2-GLE.3-EO.a) · Grade-level phonics and word analysis skills in decoding words. (RWC10-GR.k-S.2-GLE.3-EO.d) · Knowledge of sounds and letters. (RWC10-GR.k-S.1-GLE.3) and (RWC10-GR.k-S.2-GLE.3) and (RWC10-GR.k-S,3-GLE.2) · The purpose of an informational text (RWC10-GR.k-S.2-GLE.2) · The text features found specifically in informational text (RWC10-GR.k-S.2-GLE.2) · The process and importance of forming questions (RWC10-GR.k-S.2-GLE.2-EO.b.i) · The process and importance of comparing similarities and differences in texts about the same topic (RWC10-GR.k-S.2-GLE.2-EO.C.iii) and (RWC10-GR.k-S.4-GLE.1) |
· Demonstrate understanding of the organization and basic features of print. CCSS: RF.K.1 (RWC10-GR.k -S.2-GLE.3-EO.a) · Follow words from left to right, top to bottom, and page by page. · Recognize that spoken words are represented in written language by specific sequences of letters. · Explain that words are separated by spaces in print. · Build vocabulary through use of new words in communicating with others. (RWC10-GR.k-S.1-GLE.1) and (RWC10-GR.k-S.1-GLE.2) · Recognize and name all upper- and lowercase letters of the alphabet. · Count, pronounce, blend, and segment syllables in spoken words. · Blend and segment onsets and rimes of single-syllable spoken words. · Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. · Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. · Read common high-frequency words by sight (e.g., · Read emergent-reader texts with purpose and understanding. · Actively engage in group reading activities with purpose and understanding. (RWC10-GR.k-S.2-GLE.1-EO.d) and (RWC10-GR.k-S.2-GLE.2-EO.d) · Write expository texts about topics in which students are knowledgeable. (RWC10-GR.k-S.3-GLE.1-EO.b) and (RWC10-GR.k-S.3-GLE.2) · Explain why informational text is not read like literary text (RWC10-GR.k-S.2-GLE.2-IQ.2) · Demonstrate comprehension of informational texts (RWC10-GR.k-S.2-GLE.2-EO.a-f) · Identify frequently occurring verbs and adjectives by relating them to their opposites. (RWC10-GR.k-S.1-GLE.1-EO.e) · Ask and answer questions about key details and identify the main topic. (RWC10-GR.k-S.2-GLE.2-EO.a) · Recognize and produce rhyming words. (RWC10-GR.k-S.1-GLE.3-EO.a) |
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“I can learn how to take care of pandas, what they eat, and where they live from reading __________ informational text.” |
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Tier 1 – I, me, my, and, a, the, to, – etc. (continue to teach these, as needed) Tier 2 – Informational text, purpose, digital tools, opposites, invent, real, pretend, fiction, non-fiction |
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Phonological awareness, Concept of word, letter names / letter sounds |
*These generalizations reflect the significant developmental components of reading and writing instruction essential for student mastery of the Colorado Academic Standards; they thread across the entire year and, thus, are included in every unit overview at this grade level.
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Learning through Inquiry |
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Discovery |
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· Is there an answer for every question? (RWC10-GR.k-S.4-GLE.3-EO.a) · How can we find answers to our questions? (RWC10-GR.k-S.4-GLE.3-EO.a) · How is questioning helpful to learners? (RWC10-GR.k-S.4-GLE.1-IQ.4) · How can we decide if the information we read is accurate? (RWC10-GR.k-S.2-GLE.1-EO.a) and (RWC10-GR.k-S.2-GLE.2-EO.a) |
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Oral Expression and Listening, Reading for All Purposes, Writing and Composition, Research and Reasoning, |
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Inquiry, Connection, Truth, Initiative, Evidence, Reflection, Infinity |
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Content can facilitate/drive reflection so that inquiry can provide evidence. (RWC10-GR.k-S.1-GLE.2-EO.b) and (RWC10-GR.k- S.2-GLE.1) and (RWC10-GR.k- S.2-GLE.2) and (RWC10-GR.k-S.3-GLE.1) |
What is a form of evidence? (RWC10-GR.k-S.2-GLE.1-EO.c) and (RWC10-GR.k-S.2-GLE.2-EO.c) and (RWC10-GR.k-S.4-GLE.1-EO.b) What some topics which engage you? (RWC10-GR.k-S.4-GLE.2-EO.b) |
How does evidence help us as learners? |
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Inquiry gathers evidence and deepens connections with content which allows readers to find answers and consider truth claims. (RWC10-GR.k-S.1-GLE.2-EO.b,c) and (RWC10-GR.k-S.2-GLE.1) and (RWC10-GR.k-S.2-GLE.2) and (RWC10-GR.k-S.3-GLE.1) |
In the book What facts have you learned as a result of inquiry (research)? (RWC10-GR.k-S.4-GLE.2) |
How can you make connections with what you are learning? What happens if evidence conflicts? How could inquiry result in changed attitudes/beliefs/perspectives? |
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Information-processing and analysis leads to new questions and the continuation of the learning cycle. (RWC10-GR.k-S.1-GLE.2-EO.b,c) and (RWC10-GR.k- S.4-GLE.1) |
List four things you did today, which one did you like the best? (RWC10-GR.k-S.1-GLE.2-EO.a) What is something about which you can’t stop learning more information? (RWC10-GR.k-S.4-GLE.3) |
How do questions help us learn? |
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· The organization and basic features of print. (S.2-GLE.3-EO.a) · Grade-level phonics and word analysis skills in decoding words. (S.2-GLE.3-EO.d) · Knowledge of sounds and letters. (RWC10-GR.k-S.1-GLE.3) and (RWC10-GR.k-S.2-GLE.3) and (RWC10-GR.k-S.3-GLE.2) · The difference between facts and questions. (RWC10-GR.k-S.3-GLE.1) and (RWC10-GR.k-S.1-GLE.2-EO.b,c) · Proper feedback/answers to the question asked. (RWC10-GR.k-S.1-GLE.2-EO.b,c) · The difference between reliable vs. unreliable information sources. (RWC10-GR.k-S.3-GLE.1) · The process for determining whether a statement is true. (RWC10-GR.k-2-GLE.2; S.4-GLE.1) · The differences between questions and statements. (RWC10-GR.k-S.4-GLE.3) |
· Demonstrate understanding of the organization and basic features of print. CCSS: RF.K.1 (RWC10-GR.k -S.2-GLE.3-EO.a) · Follow words from left to right, top to bottom, and page by page. · Recognize that spoken words are represented in written language by specific sequences of letters. · Explain that words are separated by spaces in print. · Recognize and name all upper- and lowercase letters of the alphabet. · Count, pronounce, blend, and segment syllables in spoken words. · Blend and segment onsets and rimes of single-syllable spoken words. · Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. · Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. · Read common high-frequency words by sight (e.g., · Read emergent-reader texts with purpose and understanding. · Actively engage in group reading activities with purpose and understanding. (RWC10-GR.k-S.2-GLE.1-EO.d) and (RWC10-GR.k-S.2-GLE.2-EO.d) · Ask, clarify, and answer questions about key details in text and to solve problems (RWC10-GR.k-S.1-GLE.2-EO.b-c) and (RWC10-GR.k-S.4-GLE.1) and (RWC10-GR.k-S.4-GLE.3) · Actively engage in shared reading of literary and informational text in order to generate questions. (RWC10-GR.k-S.2-GLE.1-EO.d) and (RWC10-GR.k-S.2-GLE.2-EO.d) · Describe connections between ideas in two different texts. (RWC10-GR.k-S.2-GLE.1; S.2-GLE.2) · Write informational text and explain source of evidence. (RWC10-GR.k-S.3-GLE.1) · In shared writing compose questions to post via blog, website, and email to get answers to questions. (RWC10-GR.k-S.3-GLE.1) · Dictate questions and use a variety of resources. (RWC10-GR.k-S.1-GLE.2-EO.c; S.4-GLE.1) · Participate in shared research and writing projects. (RWC10-GR.k-S4-GLE.2) |
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“Some bats bite. I know bats bite because I found the information of the Denver Zoo’s website. The website is written by experts.” |
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Tier 1 – I, me, my – etc. (continue to teach these, as needed) Tier 2 – participate, vocabulary, questioning, research |
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Segment, blend, syllables, initial sound(s), final sound(s), vowel sound(s) – etc. |
*These generalizations reflect the significant developmental components of reading and writing instruction essential for student mastery of the Colorado Academic Standards; they thread across the entire year and, thus, are included in every unit overview at this grade level.
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· Why do people tell stories? (RWC10-GR.k-S.2.GLE.2-IQ.1) · How are stories passed on to other people? (books, tapes, poems, videos, songs, wordless books, letters, email, dance, art) (RWC10-GR.k-S.3-GLE.1- N.1) · Will people always tell stories? (RWC10-GR.k-S.2-GLE.1-N.1) |
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Oral Expression and Listening, Reading for All Purposes, Writing and Composition, Research and Reasoning, Ask questions, share information and discuss ideas about the past |
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Beliefs/Values, Interactions, Perspective, Expression, Communication, Stories |
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Stories express important ideas, feelings and experiences to deepen personal perspectives. (RWC10-GR.k-S.3-GLE.1) |
What are two connections between this book and your life? (RWC10-GR.k-S.2-GLE.1) and (RWC10-GR.k-S.2-GLE.2) How does the character show their feelings? (S.2-GLE.1) |
How will storytelling change in the future? (RWC10-GR.k-S.3-GLE.2) and (RWC10-GR.k-S.3-GLE.2- RA.1-2) and (RWC10-GR.k-S.3-GLE.1-RA.1-2) |
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Experiences and background information influence beliefs and values individuals bring to and communicate through stories. (RWC10-GR.k-S.3-GLE.1) |
What background or schema do you bring to this story? What are some ways of communicating? (RWC10-GR.k-S.3-GLE.1) and (RWC10-GR.k-S.3-GLE.1-N.1) |
How do you acquire schema? (RWC10-GR.k-S.3-GLE.1-RA.1.2) |
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Stories, told in various ways, satisfy the human need for social interaction. (RWC10-GR.k-S.1-GLE.1) and (RWC10-GR.k-S.3-GLE.1) |
What are your favorite stories to listen to? What stories have your parents shared with you about when they were growing up? |
How do people choose the type of stories they want to read or write? |
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Text provides the visual organization of the basic features of print. (RWC10-GR.k-S.2-GLE.3; S.3-GLE.2) |
Where do you see letters? How many sounds are in _____________(word)? (RWC10-GR.k-S.2-GLE.3-EO.b) |
How are letters and sounds used in the world around you? (RWC10-GR.k-S.2-GLE.3) and (RWC10-GR.k-S.2-GLE.3-IQ.5) |
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· The organization and basic features of print. · Grade-level phonics and word analysis skills in decoding words. · Knowledge of sounds and letters. (RWC10-GR.k-S.1-GLE.3) and (RWC10-GR.k-S.2-GLE.3) and (RWC10-GR.k-S.3-GLE.2) · The definition of author, illustrator, and perspective. (RWC10-GR.k-S.2-GLE.1-EO.b.iii) · The process of writing a story. (drawings, labeling, captions, phrases, sentences) (RWC10-GR.k-S.3-GLE.1) · The part of a book (the front and back cover and title page). (RWC10-GR.k-S.2-GLE.3-EO.a) · The steps required to compare and contrast. (RWC10-GR.k-S.2-GLE.1-EO.c.ii) and (RWC10-GR.k-S.2-GLE.2-EO.c.iii) |
· Demonstrate understanding of the organization and basic features of print. CCSS: RF.K.1 (RWC10-GR.k -S.2-GLE.3-EO.a) · Follow words from left to right, top to bottom, and page by page. · Recognize that spoken words are represented in written language by specific sequences of letters. · Explain that words are separated by spaces in print. · Recognize and name all upper- and lowercase letters of the alphabet. · Count, pronounce, blend, and segment syllables in spoken words. · Blend and segment onsets and rimes of single-syllable spoken words. · Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. · Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. · Read common high-frequency words by sight (e.g., · Read emergent-reader texts with purpose and understanding. · Add drawings or other visual displays to descriptions as desired to provide additional details. (RWC10-GR.k-S. 1-GLE.1-EO.b) · Speak audibly and express thoughts, feelings, and ideas clearly. (RWC10-GR.k-S. 1-GLE.1-EO.c) · Identify real-life connections between words and their use. (RWC10-GR.k-S.1-GLE.1-EO.f) · Express words and word meanings as encountered in books, conversation and instruction. (RWC10-GR.k-S. 1-GLE.1-EO.h-j) · Manipulate and play with words with support. (RWC10-GR.k-S.1-GLE.3) and (RWC10-GR.k-S.2-GLE.3-EO.b) · Compare and contrast the adventures and experiences of characters in familiar stories. (RWC10-GR.k-S.2-GLE.1-EO.c.ii) · Emergent reading strategies to help facilitate an understanding of grade appropriate texts. (picture clues, patterns) (RWC10-GR.k-S.2-GLE.1) and (RWC10-GR.k-S.2-GLE.2) and (RWC10-GR.k-S.2-GLE.3) |
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I know I should change the way I talk if I am talking to the teacher or principal instead of my friend |
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Tier 1 – why, my, mine – etc. (continue to teach these, as needed) Tier 2 – Storytelling, compare, contrast, values, labels, perspective, captions, adventures |
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Illustrator/illustration, author, narrator, segment, blend, decode, vowels, consonants |
*These generalizations reflect the significant developmental components of reading and writing instruction essential for student mastery of the Colorado Academic Standards; they thread across the entire year and, thus, are included in every unit overview at this grade level.
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