Stage 1 Desired Results

“Kindergarten Foundational Literacy Skills Unit Plan”

ESTABLISHED GOALS/STANDARDS Transfer
Established Goals Students will be able to independently use their learning to
Students will exhibit their sight word understand that the purpose of learning to read is to expand one’s understanding of the
proficiency and demonstrate their knowledge world, its people, and oneself. They will continue to build literacy skills to learn to read, write,
and understanding of foundational literacy speak, and communicate effectively.
skills by conceptualizing, writing, editing, • demonstrate high-frequency word skills by consistently recognizing, and reciting sight
proofreading, illustrating, and publishing words with speed and accuracy. Sight word acquisition is essential to reading. By
“My Sight Word Story” writing compositions. eliminating the need to stop and decode sight words, readers can focus on more
challenging words and build their reading skills.
ELD Standards • actively participate in whole-class learning games. Community building activities help
Part I student to become part of a team as well as take responsibility for their own learning.
A. Collaborative • apply their knowledge and understanding of writing conventions (i.e., capitalization and
1. Exchanging information and ideas with punctuation) to make writing clear and understandable.
others through oral collaborative • utilize a tree map graphic organizer to conceptualize and categorize their responses to
conversations on a range of social and three prompts. This visual tool will propel all students to reflect upon each inquiry (by
academic topics referencing the prompt) and articulate their responses within categories to make the
B. Interpretive writing process more manageable.
5. Listening actively to spoken English in a • review, proofread, and edit their writing. This rereading process allows students to check,
range of social and academic contexts evaluate, and modify their work.
C. Productive • create an editorial illustration that visually expresses their ideas from the text.
9. Expressing information and ideas in formal • stand up and share their published stories with peers.
oral presentations on academic topics • apply phonics and word analysis skills in decoding words to build reading independence.
10. Composing/writing literary and
informational texts to present, describe,
Meaning
and explain ideas and information, using
ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
appropriate technology
Students will understand (for life) that… • Why do people read?
11. Supporting own opinions and evaluating
• They can conceptualize, compose, edit, • Now that you are reading books, how
others’ opinions in speaking and writing
and express their understandings about a does reading affect your life?
12. Selecting and applying varied and precise
topic through writing, illustration, and by • Why is it important to learn sight words?
vocabulary and language structures to
speaking and listening.
effectively convey ideas • They are building foundational literacy • How do graphic organizers help us with
Part II skills which are necessary for reading, the process of writing and publishing
A. Structuring Cohesive Texts writing, and speaking. These skills impact stories?
1. Understanding text structure (W.K.2) communication and interaction with • Why do we use kindergarten conventions?
B. Expanding and Enriching Ideas others. • Are editorial illustrations an important
5. Modifying to add details (L.K.1.F) • Each person has unique beliefs or part of stories and books? Why?
C. Connecting and Condensing Ideas opinions that are a reflection of what is • Is it helpful to stand up and share our
7. Connecting ideas (W.K.2) important to that individual. Respectfully published stories? Why or why not?
communicating one’s own opinion is • How does decoding help us to read?
CCSS Standards significant because each person’s
Lesson 1: High-Frequency Words and viewpoint matters. It is equally imperative
Writing to respectfully listen to other opinions,
CCSS.ELA-LITERACY.RF.K.3.C Read common even when they are different, and be
high-frequency words by sight (e.g., the, of, honoring of differing viewpoints, inside
to, you, she, my, is, are, do, does). and outside of the classroom.
CCSS.ELA-LITERACY.L.K.2.D Spell simple
words phonetically, drawing on knowledge
of sound-letter relationships. Acquisition
CCSS.ELA-LITERACY.W.K.2 Use a combination Students will know… Students will be skilled at…(
of drawing, dictating, and writing to Lesson 1 • Reading high-frequency words quickly
compose opinion pieces in which they tell a • How to consistently recognize, and accurately by sight
reader the topic or the name of the book understand, and read the high-frequency • Responding to prompts, forming an
they are writing about and state an opinion words with speed and accuracy opinion about a topic, and
or preference about the topic or book (e.g.,
• A tree map graphic organizer is a tool that communicating their thoughts and ideas
My favorite book is…)
is used to bridge the gap between through writing, drawing, and speaking
Lesson 2: Literacy Conventions, Writing sentence writing and paragraph writing • Using a tree map graphic organizer,
CCSS.ELA-LITERACY.L.K.2 Demonstrate • How to use a tree map to analyze thinking about each prompt, reflecting
command of the conventions of standard prompts and respond by writing answers upon their answer, and writing detailed
English capitalization, punctuation, and in each category sentences in each category
spelling when writing. • Reading, editing (including writing
Lesson 2 expanded sentences), and proofreading
Lesson 3: Writing, Illustrating, Speaking, • How to demonstrate convention skills of their writing drafts
and Listening standard English, including capitalization • Transferring sentences to the final
CCSS.ELA-LITERACY.L.K.1.F Produce and and punctuation, and why these skills are writing composition and writing a
expand complete sentences in shared important continuous paragraph
language activities. • Why there is space between words and • Demonstrating kindergarten writing
CCSS.ELA-LITERACY.SL.K.5 Add drawings or the importance of practicing this writing conventions including capitalization and
other visual displays to descriptions as desired skill punctuation
to provide additional detail. • Creating an editorial illustration that
CCSS.ELA-LITERACY.SL.K.6 Speak audibly and Lesson 3 visually expresses an idea or ideas from
express thoughts, feelings, and ideas clearly. • When responding to prompts, it is the text
CCSS.ELA-LITERACY.SL.K.1.A Follow agreed- important to think critically about one’s • Practicing the “Stand Up and Share” read
upon rules for discussions (e.g., listening to thoughts, and communicate answers aloud activity with peers
others and taking turns speaking about the effectively by using expanded sentences • Coding words with diacritical marks and
topics and texts under discussion). • How to write expanded sentences by boxes to contain combination vowels and
adding detailed information to fully letters
Lesson 4: Extension) Foundational Literacy express a writer’s thoughts • Using phonemic awareness skills to read
Skills • How to create an editorial illustration that unfamiliar words
CCSS.ELA-LITERACY.RF.K.3 Know and apply visually expresses an idea from the text • Reading aloud
grade-level phonics and word analysis skills • They have a platform to stand up and
in decoding words. share their published work with peers.
CCSS.ELA-LITERACY.RF.K.3.C Read common
high-frequency words by sight (e.g., the, of, to, Lesson 4
you, she, my, is, are, do, does). • How to sound out letters and write letters
CCSS.ELA-LITERACY.RF.K.2.D Isolate and to spell words.
pronounce the initial, medial vowel, and final • How to code words with diacritical marks
sounds (phonemes) in three-phoneme and boxes to contain combination vowels
(consonant-vowel-consonant, or CVC) words. and letters.
CCSS.ELA-LITERACY.RF.K.3.B Associate the • Read aloud and apply literacy skills to
long and short sounds with the common sound out and learn unfamiliar words.
spellings (graphemes) for the five major
vowels.
CCSS.ELA-LITERACY.RL.K.10 Actively engage
in group reading activities with purpose and
understanding
CCSS.ELA-LITERACY.RF.K.4 Read emergent-
reader texts with purpose and understanding.