Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
K
EVERGREEN
SCHOOL
DISTRICT GRADE
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Building a Foundation
Good Readers Use
Text Features
Informational Text:
What’s it all about?
Learning Through
Research
All About Stories
30 days/6 weeks
20 days/4 weeks
30 days/6 weeks
35 days/7 weeks
30 days/6 weeks
Unit 6
Characters All
Around
35 days/7 weeks
UNIT 2: Good Readers Use Text Features
Dear Colleagues,
Enclosed is a unit that addresses a chunk of the Common Core Reading Literature, Reading
Informational, Speaking & Listening, Writing, and Language standards for Kindergarten. We took time
to analyze, group and organize them into a logical learning sequence. Thank you for entrusting us with
the task of designing a rich learning experience for all students, and we hope to improve the unit as we
take this journey together.
Sincerely,
Kindergarten English-Language Arts Unit Design Team
CRITICAL THINKING
COLLABORATION
COMMUNICATION
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
CREATIVITY
1
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
UNIT 2 TABLE OF CONTENTS
Kindergarten English-Language Arts Program At-A-Glance . .
.
. .
. . . . . . . . .
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
Foundational Standards (K – 5 only) . . . . . . . . . . . . . . . . . . . .
Focus Standards . . . . . . .
Embedded Standards . . . . . .
Learning Chapter Overviews . . .
.
5
. .
6
. .
.
7
. .
.
8
. .
9
. . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
4
. .
. . . . . . . . . . . . . . . . . . . .
English Language Development (ELD) Standards
.
. .
. . . . . . . . . . . . . . . . . . . .
3
. .
Chapter 1 . . .
. .
. . .
. .
. . .
. .
. . . .
. .
. . .
. .
. . .
. .
.
10
Chapter 2 . . .
. .
. . .
. .
. . .
. .
. . . .
. .
. . .
. .
. . .
. .
.
12
. .
14
End-of-Unit Performance Task . . .
Appendices . . .
. . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
. .
. .
. . .
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
. .
. . . .
16
2
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
Kindergarten English-Language Arts Program At-A-Glance
UNIT NAME
APPROX.
LENGTH
Building a
Foundation
30 days
or
6 weeks
Kindergarten is the beginning of a formal school experience for many children.
This unit focuses first on shared language experiences and collaborative
conversations while building the foundations for reading. Knowing the parts of a
book and/or text and how to access the written word lays that strong
foundation. This unit of study will introduce students to who writes and
illustrates books and provides opportunities to share opinions about books and
text experienced together.
20 days
or
4 weeks
How do you know what is important when reading? This unit of
study continues to focus on the foundations of reading by looking
at different text types and how illustrations relate to the text.
The students will also practice how to seek help and get
information when needed to form their own opinion.
30 days
or
6 weeks
Just the facts Jack! This unit of study will focus on informational text and how
to search out the details that describe the main topic. The students will
discover why authors choose specific details in their text. Teachers will
provide ample informational text for students to explore and experience so
that the students can draw/dictate/write about a topic and provide some
details.
35 days
or
7 weeks
How can I communicate my findings? This unit of study will provide students
with the opportunity to explore various types of informational text and
discover the connections within a text. They will compare similarities and
differences in different text and describe what they learned. Students will
draw/dictate/write about a topic with some detail and add visuals to provide
additional detail.
30 days
or
6 weeks
Good literature grabs a reader and doesn’t let go. This unit of study gives
students a chance to encounter quality literature. The students will describe
the story elements of a story and retell familiar stories. They will
draw/dictate/write their own story using words to display real-life
connections.
35 days
or
7 weeks
Everyone has favorite characters from literature. This unit of study focuses
on characters and allows students to study characters and compare the
character’s adventures and experiences. They will draw/dictate/write their
own story using information they have gained from their own experiences or
resources that are provided by the teacher. They will add visuals to provide
additional detail.
FOCUS STANDARDS
UNIT 1:
RL.K.6, RI.K.5, RI.K.6,
W.K.1, L.K.1f, L.K.5a
Good
Readers Use Text
Features
UNIT 2:
RL.K.7, RI.K.7, W.K.1, SL.K.3,
L.K.1b, L.K.1d
UNIT 3:
Informational Text:
What’s it all about?
R.K.I4, RL.K.5, RI.K.1, RI.K.4,
RI.K.8, W.K.2, W.K.7, SL.K.3,
L.K.1c, L.K.1e, L.K.2c, L.K.5b
Learning
Through Research
UNIT 4:
RI.K.2, RI.K.3, RI.K.9, W.K.2,
SL.K.4, Sl.K.5, L.K.1f, L.K.5b,
L.K.5d
UNIT 5:
All About
Stories
RL.K.2, RL.K.3, RL.K.4, RI.K.4,
W.K.3, W.K.8, SL.K.2, L.K.2d,
L.K.4a, L.K.5c
Characters
All Around
UNIT 6:
Rl.K.2, RL.K.3, RL.K.9, W.K.3,
W.K.7, W.K.8, SL.K.2, SL.K.5,
L.K.4b
UNIT DESCRIPTION
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
3
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
UNIT 2 OVERVIEW
ENDURING UNDERSTANDINGS
How do you know what is important when reading? This unit of study continues to focus on
building good habits as readers by looking at the components of different text types.
Students will continue to learn about concepts of print, the basic features of a book, and
recognizing letters and sounds. These concepts are building the foundational skills that will
ensure a successful kindergarten and life experience.
SKILLS AND ARTIFACTS
In this unit students will listen to literary and informational texts. They will also be able to
recall basic concepts about print, including some letters and sounds. Moreover, they will be
able to participate in age appropriate group discussions and use what they learn to write
opinions in which they tell a reader about a topic using key descriptive details. Students will
ask and answer questions about a text in order to further develop understanding of the
text.
LOGICAL CONNECTION OF STANDARDS
The standards in this unit are conceptually connected because they are centered on the
similarities that books and print have. The students will pay close attention to the
relationships between illustrations and the text so when they draw and dictate their opinion
piece, their illustrations and description will match. During group discussions they will be
able to stay on topic.
PLACEMENT IN THE SCOPE OF THE YEAR
Since understanding the relationship and connections between letters and words on a
basic level is foundational to reading and writing this unit is placed second.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
4
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
FOUNDATIONAL STANDARDS (K – 5 ONLY)
STANDARDS
Print Concepts
RF.K.1 Demonstrate understanding of the organization and
basic features of print.
a. Follow words from left to right, top to bottom, and page
by page.
b. Recognize that spoken words are represented in written
language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of
the alphabet.
Phonological Awareness
RF.K.2 Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in
spoken words.
c. Blend and segment onsets and rimes of single-syllable
spoken words.
d. Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words.1 (This does not include
CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in
simple, one-syllable words to make new words.
Phonics and Word Recognition
RF.K.3 Know and apply grade-level phonics and word
analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary sound or many
of the most frequent sounds for each consonant.
b. Associate the long and short sounds with the common
spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by sight (e.g., the,
of, to, you, she, my, is, are, do, does).
d. Distinguish between similarly spelled words by
identifying the sounds of the letters that differ.
DETAILS
Teachers should address all aspects of print
concepts, phonological awareness, phonics and
word recognition, spelling, grammar and
conventions to develop fluency in both reading
and writing in a logical sequence using materials
of their choosing (e.g. Treasures, Words Their
Way, Zoo Phonics, Alpha Phonics, etc.).
These foundations should be practiced daily in a
logical sequence for mastery by the end of the
school year.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
5
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
FOCUS STANDARDS
These are the standards that are the focus of the unit. These standards will be guaranteed, taught, assessed, and
re-taught if necessary. Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough
to clarify the focus of this unit’s learning. Depth of Knowledge essence is included (DOK).
Reading Standards for Literature:
RL.K.7: With prompting and support, describe the relationship between illustrations and the story in
which they appear (e.g., what moment in a story an illustration depicts). (DOK 3)
Reading Standards for Informational Text:
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in
which they appear (e.g., what person, place thing, or idea in the text and illustrations depicts). (DOK 3)
Writing Standards:
W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell
a reader the topic or the name of the book they are writing about and state an opinion or preference
about the topic or book (e.g., My favorite book is... ). (DOK 1-2)
Speaking and Listening Standards:
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is
not understood. (DOK 1)
Language Standards:
(Although this unit and this grade have specific instructional foci for skills in grammar, punctuation, and language use,
students should nevertheless be held accountable to skills learned in previous units and/or grades. Students may need
reinforcement of skills that were taught and learned in previous units and years.)
L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
(DOK 1)
b. Use frequently occurring nouns and verbs.
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why,
how).
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
6
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
EMBEDDED STANDARDS
These are the standards that will be taught and assessed in conjunction with the Focus Standards in most units.
While they are not the standards of explicit focus, they will be embedded as a matter of course in most
instruction.
RL.K.1: With prompting and support, ask and answer questions about key details in a text.
RL.K.10: Actively engage in group reading activities with purpose and understanding.
RI.K.1: With prompting and support, ask and answer questions about key details in a text.
RI.K.4: With prompting and support, ask and answer questions about unknown words in a text
RI.K.10: Actively engage in group reading activities with purpose and understanding.
W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and
add details to strengthen writing as needed.
W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
kindergarten reading and content.
L.K.6: Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
7
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS
.
ENGLISH-LANGUAGE ARTS
STANDARD
CORRESPONDING ENGLISH LANGUAGE DEVELOPMENT
STANDARD
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
8
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
LEARNING CHAPTER OVERVIEWS
The Chapters of Learning should be determined by site during collaborative planning sessions within grade-level
teams. Alternate chaptering decisions may be made by site
CHAPTER NAME
FOCUS STANDARDS
CHAPTER 1: Question
Words
RL.K.7, SL.K.3, L.K.1.b, d
W.K.1
CHAPTER 2: My Opinion
Counts
RI.K.7, SL.K.3 L.K.1b, d,
W.K.1
End-of-Unit Performance
Task and Review
RL.K.7, RI.K.7, L.K.1b, d,
W.K.1
APPROX.
LENGTH
10 days
or
2 weeks
5 days
or
1 week
5 days
or
1 week
CHAPTER DESCRIPTION AND CRITERIA FOR SUCCESS
Students will use question words to seek additional information
about a book or topic. They will use illustrations to confirm
answers to text dependent questions. Students will understand
the importance of forming an opinion based on evidence that is
relevant to the topic at hand.
Students will use who, what and where to ask questions.
Students will describe connections; draw and write about an
opinion; use details to support their opinion.
Students will understand that illustrations provide critical
information lending meaning to a story or text as a whole. They
will use questions and answers to clarify information gathered
from the text. Students will use evidence to support their opinion.
Students will form and support an opinion through drawings and
dictation of a complete sentence. They will use appropriate
nouns and verbs during group discussions.
Students will understand the importance of forming an opinion
based on evidence that is relevant. Using nouns and verbs,
students will answer the questions, “Who is your friend?” and
“Why?”
Students will demonstrate understanding by drawing, writing
and dictating about who they like to play with and what they
like to do. Possible sentence frame: I like ___because we___.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
9
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
CHAPTER 1 – 10 days or 2 weeks
Foundational
Standards
(suggested
focus)
RF.K.1d
Recognize and name all upper and lower-case letters of the
alphabet.
RF.K.2.d
Isolate and pronounce the initial, medial vowel and final
sounds (phonemes) in three-phoneme (CVC) words.
RF.K.3a
Demonstrate basic knowledge of 1:1 letter-sound
correspondences by producing the primary sound or many of
the most frequent sounds for each consonant.
STANDA
RD
RL.K.7
LEARNING
TARGETS/SKILLS
AND
CONCEPTS
SW
use
the
illustrations
to
help
to
tell
the
story.
SW
ask
and
answer
a
question
about
what
I
have
heard.
SW
use
nouns
and
verbs.
SL.K.3
L.K.1b
L.K.1d
W.K.1
SW
understand
and
use
question
words.
SW
write,
draw
and
tell
their
opinion.
PROGRESSION/COGNITIVE
APPLICATION
Connect
the
point
of
the
story
with
the
illustrations
Ask
and
answer
questions.
Know
that
nouns
are
words
that
name
people,
places,
things
and
ideas
Know
that
verbs
describe
actions
Form
questions
using
who,
what,
and
where
Understand
that
ideas
can
be
conveyed
through
writing,
drawing
pictures
or
telling.
Academic Vocabulary
Within
a
poem
chart,
students
will
put
a
point
below
any
word
that
begins
with
focus
letter.
Using
photo/picture
cards
for
focus
letter
and
previously
introduced
letters,
have
students
identify
and
sort
beginning
sound.
Display
the
focus
letter
card
and
review
its
sound.
Say
a
variety
of
words
that
have
the
sound
at
the
beginning
or
end.
Students
pat
their
head
if
the
sound
is
at
beginning
of
the
word.
(Treasure
Unit
2
p.
359)
ESSENTIAL/GUIDING
QUESTION










What
can
you
learn
from
the
illustrations?
How
does
the
illustration
match
what
the
writer
is
trying
to
say?
What
can
you
ask
if
you
don’t
understand?
Tell
me
what
they
said
about…
Tell
me
some
names
of
…
Which
word
is
the
action
word
in
the
sentence?
Know
that
nouns
are
words
that
name
people,
places,
things
and
ideas
Ask
your
partner
who
was
…?
Where
is
the
…?
Use
this
frame
to
start
your
writing:
I
like
__________
because
________.
illustration
picture
ask
answer
question
noun
person
place
thing
who
what
where
Sample Rich Tasks
Shared Reading and Noun Activity: whole and/or small group
Prior to lesson prepare noun charts (see samples on next page).
Read the trade book Simon and Molly Plus Hester (CA Treasures Literature book). As you read ask whether the
illustrations match the author’s words. Expand on the written text by looking at details in the illustrations and
using Think Alouds (CA Treasures Unit 2 pp 250-254). Pause and allow children to ask questions related to the
characters and illustrations while reading.
Using prepared noun charts, introduce that a noun is a person, thing or place. Tell students they can find out
about nouns by using the question words Who? What? or Where?
Teacher asks “Who was in the story?” List responses on the person chart. Show illustrations on pp 6-7 and 10-11
and ask “Where the friends?” Record on the place chart.
Enlist students’ help for filling in “thing” chart by modeling the question/answer frame, “What did (character)
like?” “(Character) liked…” Teacher records the responses and can prompt by referring to story illustrations.
Review the charts by restating that a noun is a person, place or thing. Ask, “If I want to know the people in a
story, what question can I ask?” Repeat for place and thing and add question words to the correct chart.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
10
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
Resources
I Like the Sun (CA Treasures Teaching Chart 15, TE Unit 2 p 276)
A Pal (CA Treasures Teaching Chart 17, TE Unit 2 p 360)
Connecting Two Thoughts with the Word “Because” Mini-Lesson *LP (see appendices)
What Do You Like? By Michael Grejniec Treasures Big Book *LP (see appendices)
Simon Molly and Hester by Lisa Jahn-Clough
Jessica by Kevin Henkes
Chester’s Way by Kevin Henkes
Making Friends is an Art by Julia Cook
Have You Filled A Bucket Today? by Carol McCloud
How Full is Your Bucket? for Kids https://www.youtube.com/watch/?v=A5R6-2m_qHk
Clifford Makes a Friend by Norman Bridwell
Arnie and the New Kid by Nancy Carlson (Social Studies Literature book)
Best Friends for Frances by Russell Hoban
How Do Dinosaurs Play with Their Friends? by Jane Yolen and Mark Teague
Scott Foresman History-Social Science Learn and Work Unit 1 Lesson 3 p.12T5 The Mouse and the Lion
Froggy’s Worst Playdate by Jonathon London http://www.wegivebooks.org/books/froggys-worstplaydate/reader
Schoolhouse Rock A Noun is a Person, Place or Thing
https://www.youtube.com/watch?v=ZA7BoOPc_OI&app=desktop
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
11
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
CHAPTER 2 – 5 days or 1 week
Foundational
Standards
(suggested
focus)
RF.K.1d
Recognize and name all upper and lower-case letters of the
alphabet.
RF.K.2.d
Isolate and pronounce the initial, medial vowel and final
sounds (phonemes) in three-phoneme (CVC) words.
RF.K.3a
Demonstrate basic knowledge of 1:1 letter-sound
correspondences by producing the primary sound or many of
the most frequent sounds for each consonant.
STANDA
RD
RI.K.7
SL.K.3
L.K.1b
LEARNING
TARGETS/SKILLS
AND
CONCEPTS
SW
use
the
illustrations
to
help
to
tell
the
text.
SW
ask
and
answer
a
question
about
what
I
have
heard.
SW
use
nouns
and
verbs.
L.K.1d
SW
understand
and
use
question
words.
W.K.1
SW
write,
draw
and
tell
their
opinion.
illustration
question
who
picture
noun
what
PROGRESSION/COGNITIVE
APPLICATION
Connect
the
point
of
the
text
with
the
illustrations
Ask
and
answer
questions.
Know
that
nouns
are
words
that
name
people,
places,
things
and
ideas
Know
that
verbs
describe
actions
Form
questions
using
who,
what,
and
where
Understand
that
ideas
can
be
conveyed
through
writing,
drawing
pictures
or
telling.
Academic Vocabulary
ask
verb
where
Within
a
poem
chart,
students
will
put
a
sticky
note
below
any
word
that
begins
with
focus
letter.
Using
photo/picture
cards
for
focus
letter,
have
students
identify
the
beginning
sound.
Display
the
focus
letter
card
and
review
its
sound.
Say
a
variety
of
words
that
have
the
sound
at
the
beginning
or
end.
Students
point
to
the
letter
only
if
the
sound
is
at
the
beginning
of
the
word.
(Treasures
Unit
2
p.
298)
ESSENTIAL/GUIDING
QUESTION










What
can
you
learn
from
the
illustrations?
Describe
how
the
picture
helps
you
understand
what
the
author
has
written.
What
can
you
ask
if
you
don’t
understand?
Tell
me
what
they
said
about…
Tell
me
some
names
of
…
Which
word
is
the
action
word
in
the
sentence?
Ask
your
partner
who
was
…?
Where
is
the
…?
What
is
(the
character)
doing?
Use
this
frame
to
start
your
writing:
I
like
__________
because
________.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
answer
action word
information
12
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
Sample Rich Task
Shared reading and writing experience – whole class and small group:
Read aloud Friends All Around by Miele Ford. (CA Treasures big book. See discussion questions and lesson in CA
Treasures, TE Unit 2 pp. 366-369. Focus on Ask Questions p. 11 “What are the people in the photographs doing
together?” pp. 14-15 ”What is the same about what the friends on these pages are making?”
As a group create a list of things students like to do with a friend. During small group time review the list and
have students draw a picture that shows what they like to do with a friend. Invite students to use action words to
describe their drawings. Students can also label the picture with letters or words. (Save list for performance
task)
Optional Technology Connection: Have students draw their picture on an ipad and record their sentence in their
own voice.
Resources
We Like Some Fun Rhyme and Chime (CA Treasure Teaching Chart 19, TE Unit 2 p 444)
The More We Get Together song and innovation activity (CA Treasures Teaching Chart 14, TE Unit 2 p. 262)
Friends to the End for Kids by Bradley Trevor Greive
Friends by Helme Heine
The Best Friends Book by Todd Parr
Friends at School by Rochelle Bunnett (previous HM series Theme 4 Friends Together)
How to Be a Friend: A Guide to Making Friends and Keeping Them by Marc and Laurie Brown
Animal Friends, We Can Share, I Like My Friends (CA Treasures Unit 2 Week 2 Practice Readers)
It’s Hard to be a Verb by Julia Cook
Fun Action Verbs Songs for Kids: What Can You Do?
https://www.youtube.com/watch?v=7MKmbyfhkkE&app=desktop
Scott Foresman History-Social Science Learn and Work Unit 1 Lesson 2 DVD Who are good citizens?
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
13
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
END-OF-UNIT PERFORMANCE TASK – 5 days or 1 week
Teacher instructions for administering the end-of-unit performance task and rubric for scoring.
CRITERIA FOR SUCCESS:
Students will understand the importance of forming an opinion based on evidence that is relevant. Using nouns
and verbs students will answer the questions, “Who is your friend?” and “Why?”
ASSESSMENT:
Students will demonstrate understanding by drawing, writing and dictating about who they like to play with and
what they like to do. Possible sentence frame: I like ___because we___.
For example: I like Juan because we build with blocks.
MATERIALS:
• List of Things you like to do with a Friend (from chapter 2)
• We Like the Playground and I Like My Friends (CA Treasures Unit 2 practice readers)
• Blank paper
• Crayons and/or markers
DIRECTIONS (suggested timing, however you know your class and teaching style best):
Day One:
1. Review the list Things you like to do with a Friend (from chapter 2).
2. Read We Like the Playground and/or I Like My Friends.
3. After reading, ask, “What do the children like to do?”
4. Ask students if there were any new ideas to add to the list. Ideas can be from text or students’
experience and add to the list.
Day Two-Five (small group):
1. Review the Things you like to do with a Friend list.
2. Ask students to visualize or make a picture in their minds of:
• Who do you like to play with?
• Where do you like to play?
• What do you play together?
3. Model using the sentence frame “I like ___because we___.” To share what was visualized.
4. Students turn to a partner and share their sentences.
5. Write/dictate and draw who they like to play with and what they play. Encourage students to add the
“where” in their drawings.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
14
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
RUBRIC
Attempting
Approaching
Meets
* Draws a picture that includes who
or what.
* Unable to verbalize the friend
(who - noun) or activity they do
(what - verb). May only say one
word, even with prompting.
* Word(s) may or may not be
related to the picture the student
drew.
* Draws a picture that includes who
and what.
* Verbalizes either the friend (who
- noun) or the activity they do (what
- verb). With prompting, can include
the missing who or what.
* Description matches picture the
student drew.
* Draws a picture that includes who,
what and where.
* Sentence includes the friend (who
- noun) or the activity they do (what
- verb) - dictated or written.
* Description matches picture the
student drew.
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
15
Grade: K
Unit Name: Good Readers Use Text Features
Unit Number: 2
Instructional Days: 20
APPENDICES
This section includes hard copies of the recommended resources we included in the unit, as well as other
supporting documents for your reference.
List of What’s Included:
1. ELD Considerations (in progress)
2. Text Dependent questions
3. Mini Lesson: connecting two thoughts with the word “because”
4. What We Like lesson plan
Evergreen School District
ENGLISH-LANGUAGE ARTS Curriculum Map aligned to the California Common Core State Standards
16