Scribd
Upload
67 views3 pages

Kindergarten Until Plan La

This document outlines a unit plan for kindergarten language arts that focuses on letters Vv, Jj, Yy, and Zz over 23 days. The unit goals are for students to recognize, write, and produce the sounds of these letters and read sight words. Learning activities include handwriting, guided reading, projects, and interactive notebooks. Books related to each letter sound will be read and comprehension questions about characters, setting, and main idea will be discussed. Crafts and songs incorporating the letters will also be included. Assessment will involve handwriting, projects, and sight word activities.

Uploaded by

api-251469426
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
67 views3 pages

Kindergarten Until Plan La

This document outlines a unit plan for kindergarten language arts that focuses on letters Vv, Jj, Yy, and Zz over 23 days. The unit goals are for students to recognize, write, and produce the sounds of these letters and read sight words. Learning activities include handwriting, guided reading, projects, and interactive notebooks. Books related to each letter sound will be read and comprehension questions about characters, setting, and main idea will be discussed. Crafts and songs incorporating the letters will also be included. Assessment will involve handwriting, projects, and sight word activities.

Uploaded by

api-251469426
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Rockaway Township Unit Plan

Unit Title: March Plans


School: CAD Teacher: DeFilippo
Grade: K Subject: LA # of Days: 23
Stage 1 - Desired Outcomes
Established Goals:
Literature-
RL1 With prompting and support, ask and answer questions about key details in text.

RL2 With prompting and support, retell familiar stories, including key details.

RL3 With prompting and support, identify characters, settings, and major events in a story.

RL5 Recognize common types of texts (e.g., storybooks, poems).

RL6 With prompting and support, name the author and illustrator of a story and define the role
of each in telling the story.

RL7 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).

RL10 Actively engages in group reading activities with purpose and understanding.

Informational Text -
RI2 With prompting and support, identify the main topic and retell key details of a text.

RI5 Identify a front cover, back cover, and title page of a book.

RI6 Name the author and illustrator of a text and define the role of each in presenting the ideas or
information in a text.
RI7 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 an illustration depicts).

RI10 Actively engages in group reading activities with purpose and understanding.

Foundational Skills-
RF1a Follow words from left to right, top to bottom, and page by page.

RF1b Recognize that spoken words are represented in written language by specific sequences of
letters

RF1c Understand that words are separated by spaces in print.

RF1d Recognize and name all upper-case and lowercase letters of the alphabet

RF4 Read emergent-reader texts with purpose and understanding.


RF2a Recognize and produce rhyming words.

RF2b Count, pronounces, blend, and segment syllables in spoken words.

RF2c Blend and segment onsets and rimes of single-syllable spoken words.

RF2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-
phoneme (CVC words). Does not include CVCs ending with /l/,/r/, or /x/

RF2e Add or substitute individual sounds (phonemes) in simple, one syllable words to make new
words.

RF3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing


the primary or many of the most frequent sound for each consonant.

RF3c Read common high-frequency words by sight


_____________________________________________________________________________
Understandings:
Students will understand how to read and recognize the letters and their sounds.
SWU what characters are, setting is, and how to make predictions.
_____________________________________________________________________________
Essential Questions:
How do I become a fluent reader?
How does listening to and reading with my teacher help me become a fluent reader?
How does knowing my sounds help me read fluently?
Why is it important to know my letter names fluently?
Why is it important to know my sight words fluently?
_____________________________________________________________________________
Students will be Able to/Students will know:
Recognize, write and produce the sound of letters Vv, Jj, Yy and Zz. Students will recognize and
read the sight words: said, at, on, big, am has, an, get.
The students will be able to use letter names and sounds to make a word.
The students will be able to make predictions.

Stage 2 - Assessment Evidence

Performance Tasks

handwriting pages, song book pages, projects, letter books, sight word activities, interactive notebook
Stage 3 - Learning Plan

Learning Activities:

Mondays: handwriting, quiet reading with focus and sharing on characters, guided reading with project read phon

Tuesdays: song book pages, quiet reading with focus and sharing on setting, guided reading with project read pho

Wednesdays: project, quiet reading with focus and sharing on main idea, guided reading with project read phonic

Thursdays: letter books, quiet reading, guided reading with project read phonics instruction, individual conferenc

Fridays: sight word books and activities, interactive notebook activities, quizzes, tests

Craft:

Vv- violets in vase (class volcano)

Jj- jelly fish

Yy- yak with yellow yarn

Zz- zebra and marble paint

Books for the unit:

Vv- My V sound box, growing vegetable soup, zin! zin! zin! the violin, eruption the story of volcanos by An

Jj-My J sound box, deep in the jungle, sheep in a jeep, five little monkeys jumping on the bed, Jamberry

Yy- My Y sound box, Yoko, all year round, little blue and little yellow, the yak yelled

Zz- My z sound box, what if the zebras lost their stripes, never shout at the zoo, put me in the zoo, Zoom!

You might also like