Grade K: Reading Environmental Print

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 http://www.doe.mass.edu/candi/model/download_form.aspx  

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COMMON CORE STANDARDS

Reading Informational Text 

RI.K.5 Identify the front cover, back cover, and title page of a book.
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
RI.K.7 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).
RI.K.10 Actively engage in group reading activities with purpose and understanding.

Reading Foundational Skills

RF.K.1(a) Follow words from left to right, top to bottom, and page by page.
RF.K.4 Read emergent-reader texts with purpose and understanding.

Writing

W.K.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.

Speaking and Listening

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger 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.6 Speak audibly and express thoughts, feelings, and ideas clearly.

Language 

L.K.5(a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
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 “Reading Environmental Print” from the Massachusetts Department of Elementary and Secondary Education is intended to be completed in ten 150-minute instructional sessions that are designed to incorporate all components of the literacy block. This unit was created to be implemented in the first few weeks of school.  As the lessons progress, students learn to independently read and comprehend a range of increasingly complex texts and media written for various audiences and purposes. The unit includes two authentic performance assessments that are imbedded in the curriculum.

CAUTIONS

Connecticut teachers should be cautioned that teacher notes and preparation materials are extensive and will require familiarity to be used effectively. The “General Notes and Resources” section contains an overview with instructional guidance.

RATIONALE FOR SELECTION

This unit is an exemplary example of a progression of learning activities where concepts and skills advance and deepen over time. The plan addresses instructional expectations and is easy to understand and use. Lessons are designed to gradually remove supports, requiring all students to demonstrate their independent capacities. Authentic performance tasks with aligned rubrics elicit direct, observable evidence of the degree to which each student can independently demonstrate the targeted grade-level standards.  Lessons are designed to cultivate student interest and engagement in reading, speaking and writing. All materials needed for instruction and assessment are included or cited in the unit. Specific tips on such topics as: differentiation, teacher modeling, anticipated student misconceptions are included throughout each lesson.