ELA Curriculum Map 2020

More documents

Recommendations

Info

about something out loud? Howdo adults help us record ouropinions?How do writers speak clearly toexpress their thoughts? -How dowriters use nouns and verbswhen they speak?PK.W.1 Dictate words to express apreference or opinion about a topic(ex: I would like to go to the firestation to see the truck and meet thefiremen?PK.SL.6 Speak audibly and expressthoughts, feelings and ideasPK.L.1 Demonstrate command ofthe conventions of standard Englishgrammar and usage when speaking.a. Demonstrate the ability to speakin complete sentences and to formquestions using frequently occurringnouns, verbs, question words, andprepositions; name and use incontext numbers 0– 10Module 5Phonological AwarenessWhat is the alphabet?How do readers handle books?What are lowercase letters?How do readers write lowercaseletters?What are the uppercase andlowercase letters in my name?What does a word look like in abook?How do readers match letters,sounds and pictures in thebeginning of words?How do readers recognizefamiliar signs and labels?Phonological Awareness(Standards for FoundationalSkills)PK.RF.1 With guidance and support,demonstrate understanding of theorganization and basic features ofprinted and written text: books,words, letters, and the alphabet a.Handle books respectfully andappropriately, holding themright-side-up and turning pages oneat a time from front to back d.Recognize and name someuppercase letters of the alphabetand the lowercase letters in one’sown namePK.RF.3 Demonstrate beginningunderstanding of phonics and wordanalysis skills a.Link an initial soundto a picture of an object that beginswith that sound and, with guidanceSee the following mini-units:Jan BrettSnow and IceOppositesFundations Second Semester:Introduction of Lowercase LetterFormation Weeks 1-4 (t, b, f, n,m, i, u)Formal and informalobservations/anecdotal notes tobe kept to inform instructionObservationAnecdotal notesPicturesCompleted by the end of Jan
and support, to the correspondingprinted letter (ex: link the initialsound /b/ to a picture of a ball and,with support, to a printed or written“B”) c. Recognize one’s own nameand familiar common signs andlabels (ex: stop)Speaking-Listening/Comprehension/ VocabularyHow do readers retell a story afterlistening to it?How do pictures help a readerretell a story?Speaking-Listening/Comprehension/ Vocabulary(Standards for Speaking andListening/Literature)PK.RL.2 With prompting andsupport, retell a sequence of eventsfrom a story read aloudPK.RL.6 With prompting andsupport, “read” the illustrations in apicture book by describing acharacter or place depicted, or bytelling how a sequence of eventsunfoldsPK.RI.4 With prompting and support,ask and answer questions aboutunfamiliar words in an informationaltext read aloudPK.RI.6 With prompting and support,“read” illustrations in aninformational picture book bydescribing facts learned from thepictures (ex: how a seed grows intoa plant)PK.RI.7 With prompting and support,describe important details form anillustration or photographPK.SL.2 Recall information for shortperiods of time and retell, act out, orrepresent information from a textread aloud, a recording, or a video
Page 1 and 2: ELA CurriculumMapClinton Public Sch
Page 3 and 4: Students employ a wide range of str
Page 5 and 6: These grades will reflect in a stud
Page 7 and 8: ●●●SMP 2 addresses how studen
Page 9 and 10: Focus Areas for Pre-Kindergarten Al
Page 11 and 12: and waiting for an answer, gainingt
Page 13 and 14: Module 3Phonological AwarenessWhat
Page 15: beginning of words?How do readers r
Page 19 and 20: How do readers recognizefamiliar si
Page 21 and 22: letters?What sounds do letters make
Page 23 and 24: words that have the same initialsou
Page 25 and 26: (phonemes) a. With guidance andsupp
Page 27 and 28: school that are fun, quiet, or nois
Page 29 and 30: How do writers tell a story outloud
Page 31 and 32: Focus Area/EssentialQuestionsFocus
Page 33 and 34: Stories? (Smallest tolargest units)
Page 35 and 36: Phonics/PhonologicalAwarenessFundat
Page 37 and 38: Phonics/PhonologicalAwarenessFundat
Page 39 and 40: in shared language activities.L.K.2
Page 41 and 42: Focus Areas for First Grade aligned
Page 43 and 44: LanguageL.1.1.b Use common, proper,
Page 45 and 46: a variety of digital tools to produ
Page 47 and 48: Module 3Wit and Wisdom Module3: Pow
Page 49 and 50: How do syllables changethe sound of
Page 51 and 52: L.1.6 Use words and phrases acquire
Page 53 and 54: Focus Area/EssentialQuestionsFocus
Page 55 and 56: LanguageL.2.6 Use words and phrases
Page 57 and 58: Module 2Wit and Wisdom Module 2:The
Page 59 and 60: conversations, reading and being re
Page 61 and 62: events, include details to describe
Page 63 and 64: How does irregular vowelknowledge h
Page 65 and 66: comprehend literature, including st
Page 67 and 68:
Focus Area/Essential Question Focus
Page 69 and 70:
building on others’ ideas andexpr
Page 71 and 72:
consonant e syllables?How do reader
Page 73 and 74:
sort evidence into providedcategori
Page 75:
that night we went looking forthem)
Page 78 and 79:
information known about the topicto
Page 80 and 81:
What is a double vowelexception?How
Page 82 and 83:
from adults, use technology toprodu
Page 84 and 85:
Reading Informational TextRI.3.10 B
Page 86 and 87:
Focus Areas for Fourth Grade aligne
Page 88 and 89:
WritingW.4.2 Writeinformative/expla
Page 90 and 91:
Module 2Wit and Wisdom Module 2: Ex
Page 92 and 93:
to task and situation.LanguageL.4.1
Page 94 and 95:
procedures, ideas, or conceptsin a
Page 96 and 97:
sentences, recognizing andcorrectin
Page 98 and 99:
events in stories, myths, andtradit
Page 100:
with scaffolding as needed at thehi
show all

ELA Curriculum Map 2020

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?