COMMON CORE STANDARDS
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story
RL.K.4 Ask and answer questions about unknown words in a text.
RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
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).
RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.K.10 Actively engage in group reading activities with purpose and understanding.
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…).
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.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking and Listening
SL.K.1 articipate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and large groups.
SL.K.1 (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1 (d) Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1 (e) Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1 (f) Produce and expand complete sentences in shared language.
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Kindergarten reading and content.
L.K.4 (a) Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.5 (b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
L.K.5 (c) Identify real-life connections between words and their use (e.g., note places at school that are colorful).
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
DESCRIPTION OF UNIT
This Kindergarten unit titled “Listening & Learning Domain 3 – Stories” from engageny.org is intended to be completed in 10 fifty-minute lessons of ELA/Literacy instructional time. Students are introduced to classic stories and acquire an understanding of the elements of a story including characters, plot, and setting as they are also introduced to recurring themes in popular culture and children’s literature. The developing awareness of language helps students become both better writers and readers as measured through formative and summative assessments throughout the unit. A three-part summative assessment to evaluate each student’s retention of domain and academic vocabulary words and the core content targeted is included.
Connecticut teachers should be cautioned that the teacher notes and preparation materials are extensive and will require familiarity to be used effectively. They should also be aware that each lesson is intentionally composed of two distinct parts, so that it may be divided into smaller chunks of time and presented at different intervals during the day.
RATIONALE FOR SELECTION
This unit plan is an exemplary example of a progression of learning activities where concepts and skills advance and deepen over time. Lessons are designed to gradually remove supports, requiring all students to demonstrate their independent capacities. A major focus of instruction is on building students’ academic vocabulary in context. The unit uses varied modes of assessment to determine whether students are mastering the standards-based content and skills. It is designed to cultivate student interest and engagement in reading and speaking about texts. All materials needed for both instruction and assessment are included on the site: background information and implementation resources, including an alignment chart to the CCSS, an introduction including necessary background information for teachers, a list of components, a core vocabulary list, planning aids and resources, 10 lessons (which include objectives, read-alouds, discussion questions, extension activities), a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources.