ELA Curriculum Map 2020

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(ex: watch a video about birds andtheir habitats and make drawings orconstructions of birds and theirnests)WritingHow do writers tell a story outloud (real or imagined)?How do drawings help tell astory?How do writers use prepositionsto tell more about a time in theirlife when telling the story orally?Writing (Standards for writing,language, speaking and listening)PK.W.3 Use a combination ofdictating and drawing to tell a story.PK.SL.4 Describe personalexperiences; tell real or imaginedstoriesPK.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 6Phonological AwarenessWhat is the alphabet?How do readers handle books?How do readers write letters?How do readers write lowercaseletters?What sounds do letters make?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?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’sMail & FriendshipFairy Tales and Nursery RhymesFundations Second Semester:Formation of Lowercase LettersWeeks 5-7 (c, o, a, g, d, s)Formal and informalobservations/anecdotal notes tobe kept to inform instructionObservationAnecdotal notesPicturesCompleted by the end of Feb
How do readers recognizefamiliar signs and labels?own 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 guidanceand 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/ VocabularyWhat types of words do readerslisten for in a story? -How do theyask questions about what theymean? -How do readers usesome of these words when theyspeak?How do readers sort objects intocategories?Speaking-Listening/Comprehension/ VocabularyPK.RL.4 With prompting andsupport, ask and answer questionsabout unfamiliar words in a story orpoem read aloudPK.RI.4 With prompting and support,ask and answer questions aboutunfamiliar words in an informationaltext read aloudPK.L.4 Ask and answer questionsabout the meanings of new wordsand phrases introduced throughbooks, activities, and play a. Askand answer questions about themeanings of new words and phrasesintroduced through books, activities,and playPK.L.5 With guidance and supportfrom adults, explore wordrelationships and nuances of wordmeanings a. Demonstrateunderstanding of concepts by sorting
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 and 16: beginning of words?How do readers r
Page 17: and support, to the correspondingpr
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
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building on others’ ideas andexpr
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consonant e syllables?How do reader
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sort evidence into providedcategori
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that night we went looking forthem)
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information known about the topicto
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What is a double vowelexception?How
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from adults, use technology toprodu
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Reading Informational TextRI.3.10 B
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Focus Areas for Fourth Grade aligne
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WritingW.4.2 Writeinformative/expla
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Module 2Wit and Wisdom Module 2: Ex
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to task and situation.LanguageL.4.1
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procedures, ideas, or conceptsin a
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sentences, recognizing andcorrectin
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events in stories, myths, andtradit
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with scaffolding as needed at thehi
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ELA Curriculum Map 2020

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