ELA Curriculum Map 2020

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gait differs from a bunny’s hop)PK.RI.9 With prompting and support,identify several books on a favoritetopic or several books by a favoriteauthor or illustratorWritingHow do writers tell informationabout a topic?How do drawings help showinformation?What digital tools are available tocommunicate?Writing (Standards for writing,language, speaking and listening)PK.W.2 Use a combination ofdictating and drawing to explaininformation about a topicPK.W.6 Recognize that digital tools(ex: computers, cell phones,cameras, and other devices) areused for communication and, withsupport and guidance, use them toconvey messages in pictures and/orwordsModule 9Phonological AwarenessWhat is the alphabet?How do readers handle books?How do readers write letters?What sounds do letters make?How do readers write uppercaseletters?What is the order of the alphabet?What is a rhyming word? How doreaders recognize and producerhyming 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’sown namePK.RF.2 With guidance and support,demonstrate understanding ofspoken words, syllables, and soundsSee the following mini-units:SpringVery Hungry CaterpillarJungleBeachFundations Second Semester:Uppercase Letter FormationWeeks 15-18(EFGHIJKLMNOPQRSTU)Formal and informalobservations/anecdotal notes tobe kept to inform instructionObservationAnecdotal notesPicturesCompleted by the end of May
(phonemes) a. With guidance andsupport, recognize and producerhyming words (ex; identify wordsthat rhyme with /cat/ such as /bat/and /sat/) b. With guidance andsupport, segment words in a simplesentence by clapping and namingthe number of words in the sentencec. Identify the initial sound of aspoken word and, with guidance andsupport, generate several otherwords that have the same initialsoundPK.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/ VocabularyHow do readers createrepresentations to tell a story?-How do they tell about them toothers?How do readers act outcharacters from poems andstories read aloud? -How doescareful listening help with actingout the characters?How do readers show and act outSpeaking-Listening/Comprehension/ Vocabulary(Standards for Speaking andListening/Literature)PK.RL.3 With prompting andsupport, act out characters andevents from a story or poem readaloudPK.RI.3 With prompting and support,represent or act out conceptslearned from hearing aninformational text read aloud (ex:
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 18: and support, to the correspondingpr
Page 19 and 20: How do readers recognizefamiliar si
Page 21 and 22: letters?What sounds do letters make
Page 23: words that have the same initialsou
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
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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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