2015-16 Curriculum Blueprint
Grade:
K
Course: ELA
District Unit _10
Listening Lexile Band: 230-820
Reading Lexile Band: 100-275
Flexible Time
Line
15 days
Unit Overview
In this unit students will focus on working collaboratively to research a topic and identify the author’s reasons.
Students will continue to compare and contrast and determine the cause and effect of an event. By the end of the
unit, students will be able to write to inform others about their research. Students will also work collaboratively
and/or with adult support to use digital tools to type or enhance their published product. This unit will continue to
review long vowel patterns and pronouns. Students will also be expected to work collaboratively to explore multimeaning words and explore the nuances of language.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Essential Questions
 What are the author’s reasons for writing this text?
 What is a pronoun?
 How can changing a word in the sentence change its meaning?
 How are two texts on the same topic the same and different?
 Can you identify the major events, characters, and setting in a story?
 How are the events/characters/events in two different stories the same and different?
 How can using digital tools enhance your published product?
Reading Learning Goals
Writing Learning Goals
Students will be able to identify the author’s reasons for
writing a text and the similarities and differences between two
texts on the same topic.
RL.1.3 Scale
RI.1.3 Scale
RI.3.8 Scale
RL.3.9 Scale
RI.3.9 Scale
Focus Reading Standard
LAFS.K.RL.1.3 (DOK 1) With prompting and support, identify
characters, settings, and major events in a story.
LAFS.K.RI.1.3 (DOK 3) With prompting and support, describe
the connection between two individuals, events, ideas, or
pieces of information in a text.
LAFS.K.RI.3.8 (DOK 2) With prompting and support, identify
the reasons an author gives to support points in a text.
LAFS.K.RL.3.9 (DOK 3) With prompting and support, compare
and contrast the adventures and experiences of characters in
familiar stories
LAFS.K.RI.3.9 (DOK 3) With prompting and support, identify
basic similarities in and differences between two texts on the
same topic (e.g., in illustrations, descriptions, or procedures).
Students will be able participate in shared research
and writing projects to compose an informative or
explanatory text which names what they are writing
about and supplies information about the topic
while exploring a variety of digital tools to produce
and publish writing.
Focus Writing Standard
LAFS.K.W.1.2 (DOK 2) Use a combination of
drawing, dictating, and writing to compose
informative/explanatory texts in which they name
what they are writing about and supply some
information about the topic.
LAFS.K.W.2.6 (DOK 2) With guidance and support
from adults, explore a variety of digital tools to
produce and publish writing, including in
collaboration with peers.
LAFS.K.W.3.7 (DOK 4) Participate in shared
research and writing projects (e.g., explore a
number of books by a favorite author and express
opinions about them).
Revised 4-12-2016
Focus Reading Foundational Skills
Focus Language Standards
LAFS.K.RF.2.2 (DOK 1) Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
LAFS.K.RF.3.3 (DOK 1) Know and apply grade-level phonics and
word analysis skills in decoding words.
LAFS.K.RF.4.4 (DOK 2) Read emergent-reader texts with
purpose and understanding.
LAFS.K.L.1.1 (DOK 2) Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
LAFS.K.L.1.2 (DOK 2) Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
LAFS.K.L.3.4 (DOK 2) Determine or clarify the
meaning of unknown and multiple-meaning words
and phrases based on kindergarten reading and
content.
LAFS.K.L.3.5 (DOK 3) With guidance and support
from adults, explore word relationships and
nuances in word meanings.
Recursive Standards
ENGLISH LANGUAGE DEVELOPMENT
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school
setting.
Reading
LAFS.K.R.1.1 (DOK 2) With prompting and support, ask and answer questions about key details in a text.
LAFS.K.R.2.4 (DOK 2) With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RI.2.5 (DOK 1) Identify the front cover, back cover, and title page of a book.
LAFS.K.RL.2.6 (DOK 1) With prompting and support, identify the author and illustrator of a story and define the
role of each in telling the story.
 Name the author and illustrator
 Define author purpose
 Define illustrator purpose
Speaking and Listening
LAFS.K.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
LAFS.SL.1.2 (DOK 2) Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if something is not
understood.
Revised 4-12-2016
LAFS.K.SL.1.3 (DOK 2) Ask and answer questions in order to seek help, get information, or clarify something that
is not understood.
LAFS.K.SL.2.6 (DOK 1) Speak audibly and express thoughts, feelings, and ideas clearly.
Language
LAFS.K.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
Writing
LAFS.K.W.2.5 (DOK 3) With guidance and support from adults, respond to questions and suggestions from peers
and add details to strengthen writing as needed.
LAFS.K12.W.3.8 (DOK 2) Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Phonics and Phonological Awareness
High Frequency/Vocabulary
Grammar/Language
Long Vowels Uu, Ee
good, who, come, does (Wonders)
Pronouns
Plus additional words from SW list
(at teacher’s discretion)
*must complete 27 HF words by end
of 4th quarter
Sight words per quarter
Deconstructed Reading Standards
LAFS.K.RL.1.3 (DOK 1) With prompting and support, identify characters, settings, and major events in a story.
 Define character, setting and major events.
 Identify the characters, setting, and major events
st
1 : Describe characters, settings, and major events in a story, using key details
LAFS.K.RI.1.3 (DOK 3) With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
 Identify key details about an individual in an informational text.
 Identify details about events or ideas in an informational text.
 Discuss the connection between two individuals, events, ideal or pieces of information.
 Identify the relationship between elements in an informational piece.
1st: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
LAFS.K.RI.3.8 (DOK 2) With prompting and support, identify the reasons an author gives to support points in a text.
 Identify the reasons an author gives to support point(s)
st
1 : Identify the reasons an author gives to support points in a text.
LAFS.K.RL.3.9 (DOK 3) With prompting and support, compare and contrast the adventures and experiences of
characters in familiar stories.
 Recognize characters in familiar stories.
 Determine similarities and differences of adventures and experiences in familiar stories.
 Compare adventures and experiences.
 Contrast adventures and experiences.
1st: Compare and contrast the adventures and experiences of characters in stories.
Revised 4-12-2016
LAFS.K.RI.3.9 (DOK 3) With prompting and support, identify basic similarities in and differences between two texts
on the same topic (e.g., in illustrations, descriptions, or procedures).
 Identify basic similarities between two texts on the same topic.
 Identify differences between two texts on the same topic.
1st: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
LAFS.K.RF.2.2 (DOK 1) 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 (consonant-vowelconsonant, or CVC) words. (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.
LAFS.K.RF.3.3 (DOK 1) 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 or many of
the most frequent sound 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.
LAFS.K.RF.4.4 (DOK 2) Read emergent-reader texts with purpose and understanding.
LAFS.K.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Print many upper- and lowercase letters.
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.
LAFS.K.L.1.2 (DOK 2) Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
LAFS.K.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the
verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the
meaning of an unknown word.
LAFS.K.L.3.5 (DOK 3) With guidance and support from adults, explore word relationships and nuances in word
meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites
(antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by
acting out the meanings.
Recursive
LAFS.K.R.1.1 (DOK 2) With prompting and support, ask and answer questions about key details in a text.
Revised 4-12-2016
LAFS.K.R.2.4 (DOK 2) With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RI.2.5 (DOK 1) Identify the front cover, back cover, and title page of a book.
LAFS.K.RL.2.6 (DOK 1) With prompting and support, identify the author and illustrator of a story and define the role
of each in telling the story.
•
Name the author and illustrator
•
Define author purpose
•
Define illustrator purpose
LAFS.K.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and larger groups.
LAFS.SL.1.2 (DOK 2) Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if something is not
understood.
LAFS.K.SL.1.3 (DOK 2) Ask and answer questions in order to seek help, get information, or clarify something that is
not understood.
LAFS.K.SL.2.6 (DOK 1) Speak audibly and express thoughts, feelings, and ideas clearly.
Deconstructed Writing Standard
LAFS.K.W.1.2 (DOK 2) Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the topic.
 Identify an informative/explanatory text.
 Select a topic for an informative/explanatory writing.
 Combine drawing, dictation, and writing to compose informational/explanatory text to supply additional
information.
 Write an informative/explanatory text in which they name a topic.
LAFS.K.W.2.6 (DOK 2) With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.LAFS.K.W.3.7 (DOK 4) Participate in shared research and
writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
LAFS.K.L.1.2 (DOK 2) Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
LAFS.K.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on kindergarten reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the
verb to duck).
b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the
meaning of an unknown word.
LAFS.K.L.3.5 (DOK 3) With guidance and support from adults, explore word relationships and nuances in word
meanings.
a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites
(antonyms).
c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by
acting out the meanings.
LAFS.K.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
LAFS.K.W.2.5 (DOK 3) With guidance and support from adults, respond to questions and suggestions from peers
and add details to strengthen writing as needed.
Revised 4-12-2016
LAFS.K12.W.3.8 (DOK 2) Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.




Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.K.RL.1.3 (DOK 1)
LAFS.K.RI.3.8 (DOK 2)
LAFS.K.RL.3.9 (DOK 3)
Who are the characters in the
 What does the writer think about  How are the characters alike?
story?
this problem?
 How are they different?
When did the story happen?
 Why do you think the author
 What adventure did
wrote that?
Where did the story take
_____character’s name have in this
place?
story?
 Were there any reasons why you
think the author …?
What was the problem in the
 How is this like another story we
story?
 What in the writing made you
read? Did the same things happen
How was the problem solved?
think that?
to character’s name?
 What do you think was the most
 How were the stories different?
important thing you learned?
 Can you think of another story that
LAFS.K.RI.1.3 (DOK 3)
is like this one?
 What details are the most
important to the story?
 What is the author telling us?
How are ________ and
 What is the author telling us?
__________ connected to each
LAFS.RI.3.9 (DOK 3)
other?
 How can I identify the differences
and similarities between two texts?
 Can you tell me how this picture is
the same as this one?
 We read two books, what was
different about them?
 We are going to compare these
two books. How were they the
same?
 We are going to fill in this chart;
can you tell me how the two texts
we read were different?
What happened first? What happened
next? Was this the same order as what
we read in the other book?
Suggested Literary Texts
*Depending on readability of text,
Interactive Read-Alouds may be
utilized (refer to Higher Order
Questions to ensure deeper
comprehension)
Teach and Model
Week 1:
• What’s the Big Idea Molly?, Fantasy
Wonders: Lexile 580
• The Elves and the Shoemakers,
Tale, Interactive Read Aloud Cards
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and scaffold learning
for the published product. Can be used in whole group, small group, and
journal responses.
Use to create your own tasks - LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional tasks would be
required to ensure adequate practice and deepening of knowledge to
ensure mastery of the focus standards.
LAFS.K.RL.1.3 (DOK 1) After reading, What’s the Big Idea Molly?, The Elves
and the Shoemakers and the Variety Show students can use a tree map
(classifying graphic organizer) or circle map (idea gathering graphic
Revised 4-12-2016
•
The Variety Show Fiction, (back of
What’s the Big Idea Molly?) Lexile
170
organizer) to identify and/or classify the characters, setting, and/or
events in a story.
Week 2:
• All Kinds of Families, Fiction, Lexile
NP
• The Perfect Color, Informational
Text, Interactive Read Aloud Cards
• Good For You, Informational, (back
of All Kinds of Families )Lexile 470
Week 3:
• Panda Kindergarten, Informational,
Lexile 1070
• Protect the Environment,
Informational, Interactive Read
Aloud Cards
• Save Big Blue, Informational, (back
of Panda Kindergarten) Lexile 640
• Who Can Help, Informational Text,
Reading Writing Workshop, pg. 3643
Additional Resources:
 Team Up to Clean Up (Hen Hears
Gossip), Wonders U9W2, Lexile 460
 The Lorax by Dr. Seuss, Lexile 560
Apply with Close Reading
LAFS.K.RL.3.9 (DOK 3) Working collaboratively and referring to previously
created circle maps or tree maps students should use a double bubble
map to discuss and record the similarities and differences of adventures
and/or events in a story.
LAFS.K.RI.1.3 (DOK 3)
PART 1: After listening to Panda
Kindergarten, Protect the Environment
and/or Save Big Blue students will work
in collaborative groups, to discuss the
connection between two individuals,
events, ideal or pieces of information.
Use a Circle Map or idea gathering
graphic organizer. Use color coding on
one map to identify information from many different texts.
LAFS.K.RI.3.8 After listening to the
informational texts, students will
work in a whole group to identify the
author’s reasons/causes for a point of
view/event. Students will utilize a
Multi-Flow Map to identify the
author’s reasons/causes for a point of
view/event. Then students should
work collaboratively to infer the
*Students should interact with the
suggested/optional texts multiple times
to master the three focus reading
standards within this unit. PLC’s should
collaborate to determine the order of
instruction and strategies that support
the learning goal.
affects if the event occurs.
Revised 4-12-2016
LAFS.K.RI.3.9 (DOK 3) After
reading Protect the
Environment and Team Up
to Clean Up on the same
topic students should work
collaboratively to create a
Double Bubble Map.
Students should discuss and
record similarities and
differences of ideas and
illustrations
LAFS.K.L.1.1 (DOK 2) Using a Bridge
Map have students work
collaboratively or independently to
replace the proper and common
nouns in a story with a pronoun.
LAFS.K.L.3.5 (DOK 3) & LAFS.K.L.3.4
(DOK 2) Use a Bridge Map to explore
multi- meaning words from reading by
finding the roots of words with
prefixes and suffixes. This map can also be used to explore the nuances of
words to further explore synonyms and antonyms.
Published Product for Unit
Product Examples - for Informative writing starting on page 270
After reading several informative texts and creating maps or organizers, students should write to inform about a topic
using the author’s reasons and facts gathered from reading. Students should use multiple maps to frame their
writing. See both Multi-Flow Map and Double Bubble Map examples. Either of these processes can be used to
produce writing. Once a writing has been created, students should work collaboratively and/or with support from
adults to produce a product using digital tools. This can include typing and/or finding images to enhance their
published product. Students should continue using the writing process to edit their writing and continue to include a
capital in the beginning of each sentence, punctuation at the end of each sentence and spaces between their words.
Additional Resources & Links
Lexile.com
Serves as a tool to assist teachers with verifying reading sources for curriculum support
Tools to measure text complexity(Vetting a text)
Ebscohost
Under this link, use “Searchasarus” Login/Password is lakecounty
NEWSELA
Current events, good resource for informational text. You will have to set up an account, it is free.
EPIC – Books for Kids
Free e-books
Revised 4-12-2016
McGraw-Hill Wonders
Pearson-Science or Social Studies
Marzano Proficiency Scales Bank
Writing Rubric - Informational
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
Report Card Specifications
*Grade level PLCs should determine a minimum of 4 points of measurement for each nine weeks.
Mastering Kindergarten Skills
Use only the sections of Unit 10 McGraw – Hill assessments that align with the standards that you taught in this
unit.
Comprehension Assessment Literary
Comprehension Assessment Information
Phonemic Awareness Assessment
Revised 4-12-2016