Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
*Google Drive
(ELAR K.1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed.
(1A) recognize that spoken
*Kinder letter/sound assessments
word(s)
Read Aloud/Shared Reading:
words can be represented by
visual observation
text
Model tracking
print for communication
anecdotal records
ISIP
Label items around classroom
Treasures Photo Cards
Big/Trade Books
Anchor Charts
Songs
(1B) identify upper- and lowercase letters;
Word Work/Phonics:
Phonics flipcharts
Kagan/Lead4ward: Interactive
anchor charts, hands-up, pair up,
Quiz-Quiz-Trade
*Phonics materials
*Letter activities
Read Aloud/Shared Reading:
Teacher/student will track text
when completing shared
reading/writing (pointers, plastic
fingers)
Treasures books
Leveled readers
Reading A-Z
Big Books, songs,
chants, poems on chart
paper
Big Books, songs,
chants, poems on chart
paper
(1C) demonstrate the one-toone correspondence between a
spoken word and a printed
word in text
(1D) recognize the difference
between a letter and a printed
word;
(1E) recognize that sentences
are comprised of words
separated by spaces and
demonstrate the awareness of
*Kinder letter/sound assessments
visual observation
anecdotal records
ISIP
Match speech to print when
reading, pointing to each word.
Point to a letter. Point to a word.
What is the difference between a
letter and a word?
Which one is a whole word?
Students should be able to frame
(use 2 fingers) to identify a letter or
word.
Students should be able to frame
(use 2 fingers placing) a sentence
during shared reading and guided
reading activities.
alphabet
letters
upper case
lower case
1st Six Weeks Letters
M A
S P
T I
N K
text
point
track
one to one
letter(s)
word(s)
sentence(s)
word
space
Read Aloud/Shared Reading:
Teacher will show (letters vs.
words) and students will
recognize during shared reading.
Sort words and letters in a
pocket chart.
Centers: Students will sort letter
and word cards or cut letters and
words out of a magazine.
Read Aloud/Shared Reading:
Teacher will call attention to
spaces and word boundaries and
MISD Phonics/Sight
Word Framework
Projectables from
Reading AZ
*Phonological awareness
word count activity
Sentence strips
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
word boundaries (e.g., through
kinesthetic or tactile actions
such as clapping and jumping);
What is a sentence?
How is a sentence different than a
word?
(1F) hold a book right side up,
turn its pages correctly, and
know that reading moves from
top to bottom and left to right;
Students should be able to track
print with their finger showing top
to bottom and left to right
Which way does the book go?
Where should you begin reading?
Where do you go when you reach
the end of a line?
Students should be able to show
(point to) front/back cover and
title page of a book.
What is this part of the book?
Where is the cover of the book?
(1G) identify different parts of a
book (e.g., front and back
covers, title page).
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
*Google Drive
book
left/right
top/bottom
pages
students will participate in an
action to demonstrate mastery.
Shared Writing: Students will
help call out spaces in between
words during a shared writing.
Read Aloud/Shared Reading:
Teacher will model where to
begin reading a book.
Centers:
Partner read books from reading
center.
Big Books, songs,
chants, poems on chart
paper
We the Kids, D. Catrow
Reading A to Z
projectables for tracking
Leveled readers
Trade books
front/back Cover
spine
title page
pages
Read Aloud/Shared Reading: Leveled readers
Teacher will model. Students will Big books
be asked to complete
tactile/kinesthetic movements to
show parts of book (tickle the
spine, tap on the cover)
(ELAR K.2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(2A) identify a sentence made
Is this a sentence or a word?
sentence
Read Aloud/Shared Reading: *Phonological awareness
up of a group of words;
Frame a sentence.
syllables
Students will underline words in
word count activity
Frame the letter __.
rhymes
a sentence and count the
*Sentence/Not a
blend
number of words on big book,
sentence
Students should decipher between
chart or projectable
a sentence and a word and explain
SS: compare words and
Big Books, songs,
that a sentence is made up of a
sentences about Constitution day chants, poems on chart
group of words.
with a double bubble chart
paper, Reading A to Z
(word examples of freedoms vs.
sentences on Constitution day)
(ELAR K.3) Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological
analysis to decode written English. Students are expected to: (Integrate SS Economics/Jobs)
(3A) identify the common
*Kinder letter/sound assessments
alphabet
Word Work/Phonics:
*Phonics Materials
sounds that letters represent
visual observation
letters
Phonics flipcharts
*Sight word activities
anecdotal records
upper case
Kagan/Lead4ward strategies
ABC Jamboree
ISIP
lower case
SS – Scavenger Hunt
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
*Google Drive
(ELAR K.5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are
expected to: (Integrate SS Government, Geography, and Economics)
(5A) identify and use words that What does this word tell you?
action
Read Aloud/Shared Reading: Rosie’s Walk (Youtube)
name actions, directions,
What does this word tell you to
direction
During reading, students will
-Do the book!
positions, sequences, and
do?
position
identify words to help build their
locations
sequence
vocabulary. Write words from
Integrate with SS
Students should use directional,
location
shared reading/read aloud on
Geography/Maps
positional, sequencing, and
index cards and have students
location words to describe a place
use the words in context.
or event.
Use a pocket chart to sequence
steps, highlight sequence words
that give clues to sentence order.
(5C) identify and sort pictures
How would you group these
sort
Read Aloud/Shared Reading: *Conceptual sort
of objects into conceptual
pictures?
category
Base sort topic on theme of text activities
categories (e.g., colors, shapes,
What do the pictures have in
group
read.
textures);
common?
alike/same
Centers: Students will talk
Treasures Photo Cards
What would you name this group
different
about how to sort different
Community Helpers
of pictures?
words/pictures.
Picture Sort
What pictures go together?
SS Journaling: Create
Home/School/Commu
Why do they fit in the same group?
illustrations of different rule
nity Helpers Sort
Why don’t these pictures go
following behaviors in different
together?
settings (classroom, playground,
and cafeteria)
(ELAR K.11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural
texts and documents. Students are expected to: (Integrate SS Government, Geography, and Culture)
(11A) follow pictorial directions What is the first step in the
pictorial directions
Read Aloud/Shared Reading: *Pictorial directions
(e.g., recipes, science
directions for making _?
recipe
Teacher writes pictorial
SS Resources:
experiments)
What does this picture tell you to
first/next/last
directions on chart paper for
Class Made Rules
do?
sequence
students to complete a task.
Anchor charts
charts/graphs
Centers: Students create
I Follow the Rules
label
pictures to represent rules for
Center Picture Cards
photographs
the classroom.
Recipes
illustrate
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
*Google Drive
(11B) identify the meaning of
specific signs (e.g., traffic signs,
warning signs
What does this sign tell you to do?
Sign
School/Classroom Tour*Signs and Symbols
What does this sign warn you
Traffic sign
searching for signs
Treasures
about?
Warning sign
Kagan/Lead4ward: MPS:
Unit 3 T.E. 548
What information does this sign
students describe and infer what “Signs in the Park”
give you?
unfamiliar/familiar signs mean.
SS Geography
What do you do if you see this sign
Integration
(ELAR K.14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.
Students are expected to: (Integrate SS Citizenship/Constitution Day) *Writing Process (K.13)
(14A) dictate or write sentences Students should give sentences to
sentence
Modeled/Shared Writing:
Empowering Writers
to tell a story and put the
tell the story in the correct
story
Teacher will demonstrate a think -First, Next, Last
sentences in chronological
sequence.
first, next, last
aloud on telling a story in order.
pg. 10-20
sequence
sequence
Students will turn and talk telling
ideas
a story in order.
first draft
Independent Writing:
edit
Students will draw pictures to
tell and story in order then
dictate the sentences to add to
their pictures.
(ELAR K.15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and
information to specific audiences for specific purposes. Students are expected to: (Integrate SS Government and Geography) *Writing Process (K.13)
(15A)dictate or write
Students should give information
list
Modeled/Shared Writing:
Treasures-Unit 1 T.E.
information for lists, captions,
for lists, captions, or invitations.
caption
Teacher will demonstrate
39,53,58
or invitations
invitation
looking at a picture (from book
-Unit 2 T.E. 273,285
details
from read aloud) and creating a
-Unit 3 T.E. 533,545
information
list or caption to go with it.
*Authority figures-laws
Connect with authority figures.
Independent Writing:
Students will dictate a list or
caption to go with their own
drawing after reading expository
text.
Students draw a picture of a rule.
Teacher asks students to dictate
the rule to go with the picture.
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
*Google Drive
(ELAR K.16) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when
speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:(Integrate SS Geography)
(16Aiv) understand and use the Student should be able to use
Preposition
Direct Instruction: Teacher will Texas Treasures: Sing,
following parts of speech in the preposition and prepositional
Describe
introduce and practice
Talk, and Rhyme
context of reading, writing, and phrases.
prepositions through kinesthetic Handbook: UNIT 1: 6,
speaking (with adult assistance):
activities and demonstrations.
UNIT 6: 91, UNIT 8:
prepositions and simple
Describe where the flag is located
112, 114, UNIT 9: 125
prepositional phrases
in the room.
Anchor Chart: create a chart of Have Fun Teaching:
appropriately when speaking or Where should the chair be?
prepositions with illustrations
The Frog and the log
writing (e.g., in, on, under, over) Describe where the ____ is
The Apple Doesn’t Fall
located?
Small Group/Independent:
Far from the Tree
Students will work on reading
Preposition Song
and acting out prepositions and
prepositional phrases.
(ELAR K.18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use phonological knowledge *Kinder letter/sound assessment
letters
Modeled/Shared Writing:
*Phonological
to match sounds to letters
Istation
sounds
Teacher will demonstrate
Awareness Activities
teacher observation
stretching words apart as she
*Elkonin Boxes
writes. Students will use
movement to stretch words to
hear individual sounds within
words.
Guided Writing:
Use Elkonin boxes at teacher
table to help students manipulate
sounds in words then write
words.
(C) write one's own name
writing journal
teacher observation
first name
write
Independent Writing:
Students will stretch words in
order to write words to label
pictures or make a list.
modeling
handwriting lessons
*Treasures Handwriting
Appendix
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
(Social Studies K.4): Geography – The student understands the concept of location. The student is expected to:
(4A) use terms, including over,
Choose a landmark discuss relative Over
Direct Instruction
under, near, far, left, and right,
location: (such as)
Under
Activate Prior Knowledgeto describe relative location
Park, store, police station, fire
Near
community locations and
station, post office
Far
location from home, school
Students should describe relative
Left
Think Aloud
location using when describing
Right
Cooperative Learning
places in community/ classroom.
Relative location
ELPS:
Is the park near/far from school?
2C, 3D, 3F, 1E, 1C, 1A
Is police station near/far from
your house?
Is the chalkboard to the right or
left of the teacher table?
(4B) locate places on the school
campus and describe their
relative locations
Discuss relative location of
Campus
Direct Instruction
classroom to the following places:
Location
Cooperative Learning
Cafeteria, Gym, Office, Nurse
TPR (Total Physical Response)
Library, Bathroom
With class tour the school and
ELPS:
have students identify places.
2C, 3D, 3F, 1E, 1C, 1A
(4C) identify tools that aid in
Student should be able to identify
Map
Direct Instruction: Teacher
determining location, including
tools for finding location.
Globes
introduces a map and a globe
maps and globes
Distinguish between a map and a
and when to use each tool.
globe.
(Social Studies K.7): Economics – The student understands the value of jobs. The student is expected to:
(7A) identify jobs in the home,
Chores: (such as)
Community
Read-Alouds
school, and community
Clean your room
Job
Think/pair/share
Make your bed
Home
Role play
School: (such as)
School
Direct Instruction
Line leader
Journals/blog
Door holder
Chart/Diagram
(7B) explain why people have
Community: (such as)
ELPS:4F, 4D, 3G, 3E
jobs
Police officer
Fireman
Store clerk
*Google Drive
Brown Bear, Brown
Bear
Kissing Handwww.storylineonline
HMH TE: 3-6, 97, 99100, 193-195, 219-220,
238, 240
Gingerbread Man
Chester ChaseScavenger Hunt
Song:
Going on a Bear HuntBrainPOP, Jr.- Maps
The Kissing Hand
Chester ChaseScavenger Hunt
HMH TE: 4-5, 247
Gingerbread Man
Leveled Reader:
In the Land of the Polar
BearHMH TE: 99-100,
217-218, 235-247
Miss Bindergarten Takes
a Field Trip with
Kindergarten by Slate
On the Town: A
Community Adventure
by Judith Caseley
Community Helpers
from A to Z by Bobbie
D. Kalman
A Day in the Life of a
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
*Google Drive
Teacher
Doctor
Firefighter, Dentist
Farmer, Police Officer
Teacher, EMT
By Heather Adamson
Harcourt Unit 3
HMH TE: 125, 145-146,
149-153, 155-158, 163,
168-170, 179, 191, H3
Leveled Readers:
Off to Work We Good
Hospital Workers
Animal Helpers
Community Helpers
http://www.eduplace.co
m/ss/act/picture.html
Brainstorm a list of community
helpers discussed during the unit of
study.
Students will choose 1 community
helper to draw a picture of and
write a sentence about their job.
Guide a discussion about
important community helpers and
why each job is important to our
community.
(Social Studies: K.8): Government. The student understands the purpose of rules.
(8A) identify purposes of
“Why do we need classroom
Rules
having rules
rules?”
Consequences
Choice
What is a rule?
Safety
Why do we have rules?
(8B) identify rules that provide
order, security, and safety in the
home and school
Students can explain that rules
create order and keep others safe.
In the classroom, rules help us
learn.
What do rules do for our
classroom?
How do rules help at home?
How do rules help at school?
Students can recite rules for
different areas of building and the
community, including classroom,
playground, and cafeteria rules.
Direct Instruction: Create a
bubble map of why we have
rules.
Journaling: Write about
we have rules.
why
Read alouds: Officer Buckle
Safety
Security
Order
Enforce
Kagan: TPS: What are rules?
Where do you see them? Why
do we have them?
Direct Instruction: Create an
anchor chart identifying rules in
different areas of the school and
community.
Journaling: What rules do you
have at home?
Read alouds: Officer Buckle
Please is a Good Word
to Say by Barbara Joose
http://www.promethean
planet.com/enus/Resources/Item/377
88/rules-rap
Harcourt- Unit 1
BrainPOP, Jr- Kinder
HMH TE: 27-29, 35-38,
42-43, 45-48, 50-51
How do I Get Along
with Others?- Lesson
Plan Link
It’s Hard to be Five by
Jamie Lee Curtis
Dinosaurs, Beware! A
Safety Guide by Brown
BrainPOP, Jr.-school
No, David!
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
Students should also be able to
recite community rules, such as
wearing a seatbelt and stopping at
stop signs.
(Social Studies: K.9): Government. The student understands the role of authority figures.
(9A) identify authority figures in Home: Mom, Dad, Guardian
Authority
the home, school, and
School: Teacher, Principal, Aides
Respect
community
Community: Police Officers
Figures
Home
(9B) explain how authority
Discuss choices and consequences School
figures make and enforce rules
at home, school and in the
Community
community.
Enforce
Rules
School: Time out, Color change,
Loss of privileges, ISS
(Social Studies K.10 ) Citizenship: Constitution Day September 17th
(10C) identify Constitution Day What is Constitution Day?
Free
as a celebration of American
Why do we recognize Constitution
Freedom
freedom
Day
Constitution
What is freedom?
American
Why do we celebrate our freedom?
Students should name what
freedoms they have because of
Constitution day.
Students should explain that
freedom is the power to act and
speak freely
*Google Drive
Kagan: MPS: What rules do we
need in the classroom,
playground, or cafeteria
Role-Play: act out examples and
nonexamples of following the
rules.
HMH TE: 36-38, 42
Make a chart and list authority
figures in students’ lives in the
home, school and community.
Next to each authority figure, list
a rule they enforce and why that
rule is important.
Miss Bindergarten Has a
Wild Day in
Kindergarten by Slate
BrainPOP, Jr- Rights
and Responsibilities
HMH TE: 108-112
Leveled Readers:
My Mom, the Mayor
Proud to Be an
American
HMH TE: 46, 112, 361
Create a Venn Diagram and
compare/contrast rules at school
and at home.
Direct Instruction: create a
bubble map of student ideas of
what is freedom. Class will create
a list of the freedoms they have.
Leveled Readers
I Follow the Rules
We the Kids, by David
Catrow
HMH TE: 352
Kagan: Inside Outside Circle
Partner 1: Create a sentence
with 3 words.
Partner 2: Which word was the
(1st, 2nd, or 3rd) word?
Shared Writing: Compare
words/sentences about
Constitution day with a double
bubble chart (word examples of
freedoms vs. sentences)
May 2017
Course: Kindergarten
Fiction/Expository; Rules and Laws/Geography
TEKS
Assessment & Specificity
ELAR/Social Studies
Instructional Period: Unit 1
Weeks to Teach: 6
Vocabulary
Instructional Strategies
Resources/
Letters and Treasures Handwriting Pages
M (pg. 44)
A (pg. 33)
S (pg. 43)
P (pg. 42)
T (pg. 18)
I (pg. 16)
N (pg. 37)
K (pg. 49)
*Treasures Handwriting Appendix
I
The
Be
Can
In
*Google Drive
Sight Words
Like
A
Am
It
We
Google Drive Links
ELAR – Unit 1 Folder
Word Work (Unit 1 Phonics Flipcharts, Stations)
Texas Treasures Textbook Resources
Guided Reading Resources
Social Studies Google Drive
*Recommendations for Integrating Social Studies
Unit 1 Integration Resources
*Integrate SS TEKS on Government (Rules/Order and Authority Figures) into Vocabulary and Procedural Text (i.e. reading about the rules and discussing meanings of directions and
signs/writing a list of the rules), as well as incorporating Read-Alouds in Fiction and Expository.
(8) Government. Student understands the purpose of rules.
*Ongoing Fiction/Expository Read Alouds and Texts with Figure 19
(A) identify purposes for having rules
(5) Vocabulary Development.
(B) identify rules that provide order, security, and safety in the
(C) sort pictures into conceptual categories
home and school
(11) Reading/Procedural Texts.
(9) Government. Student understands the role of authority figures. (A) follow pictorial directions/(B) identify the meaning of specific signs (traffic/warning signs)
(A) authority figures in home, school, and community
(15) Writing/Procedural Texts
(B) explain how authority figures make rules and laws
(A)dictate/write info for lists, captions, invitations
*Integrate the SS TEKS on Geography into instruction on Procedural Reading/Writing, as well as Vocabulary (naming actions, directions, and sequence). You can also have students dictate a
story using sequence and location.
(4) Geography. Student understands the concept of location.
*Ongoing Fiction/Expository Read Alouds and Texts with Figure 19
(A) use terms, including over, under, near, far, left, and right, to
(5) Vocabulary Development.
describe relative location
(A)use words naming actions, directions, positions, sequences, & locations
(B) locate places on the school campus and describe their relative
(11) Reading/Comprehension of Informational Text/Procedural Texts.
locations
(A) follow pictorial directions /(B) identify the meaning of specific signs (traffic/warning signs)
(C)identify tools that aid in determining location, including maps
(14) Writing/Literary -(A) dictate sentences to tell a story in chronological sequence
and globes
(15) Writing/Procedural. (A)dictate information for lists, captions, invitations
*Integrate the SS TEKS for Constitution Day into a Shared Reading/Writing
(10) Citizenship: Constitution Day September 17th
*Ongoing Fiction/Expository Read Alouds and Texts with Figure 19
(C) Constitution Day - celebration of American freedom
(14) Writing/Literary Texts -(A) dictate sentences to tell a story
*Integrate the SS TEKS on Econonomics (Community Helpers) into Read Alouds/Shared Reading and Vocabulary instruction.
(7) Economics-Jobs (Community Helpers)
*Ongoing Fiction/Expository Read Alouds and Texts with Figure 19
(A) identify jobs in the home, school, and community
(5)Vocabulary Development – sort pictures of objects into conceptual categories
(B) explain why people have jobs
May 2017