ESL K-3 2012 map

Curriculum Materials

English as a Second

Language

Grades K-3

Department of Education of Puerto Rico

PUBLIC POLICY NOTICE

The Department of Education does not discriminate in its activities, educational services or employment opportunities on the basis of race, color, sex, age, birth, national origin, social condition, political ideas, religious beliefs or any handicap.

EXPLANATORY NOTE

Table of Contents

Pages

Credits ……….. 4-7

Introduction ……….. 8-9

Kindergarten Maps ……… 10-57

Kindergarten Attachments ………. 58-93

1st Grade Maps ……… 94-139

1st Grade Attachments ………. 140-174

2nd Grade Maps ………. 175-223

2nd Grade Attachments ……… 224-261

3rd Grade Maps ……….………. 262-312

3rd Grade Attachments ……….. 313-369

4

Editorial Board

Edward Moreno Alonso Ed.D Secretary

Grisel Muñoz Marrero, Ph.D Undersecretary for Academic Affairs

Pura Cotto López, M.A. Special Assistant Standards and Assessment

5

English as a Second Language—Kindergarten to Third Grade

Authors

Julia Hainer-Violand, M.A.

edCount, LLC, curriculum consultant Patricia Hutcherson, B.A.

Distrito Escolar de Bayamón Julia Rodríguez, M.A

Distrito Escolar de Dorado

Collaborating Teachers

Jackie Ramírez

6

English as a Second Language

Other Collaborators

Aidita Vélez Ortíz

English Program Director Pura Cotto López

Ex English Program Director Marilyn Medina Martínez

Regional Coordinator Mayagüez (PPAA) Miguel Ruiz Cotto

Regional Coordinator Bayamón (PPAA) Linda Fink, M.S

edCount, LLC Elba Otero, M.A.

7 De acuerdo a Ia Ley Federal Que Ningún Niño Quede Rezagado de 2001 y Ia Ley de Título I, Parte A, Sección 1111, Estándares y Avalúo, todos los estados y territorios deben establecer estándares académicos para el proceso de enseñanza y aprendizaje. Para cumplir con este requerimiento, en el 2007 el Departamento de Educación de Puerto Rico (DE) desarrolló estándares de contenido y expectativas de grado en las materias de Español, Matemáticas, Ciencias e Inglés como segundo idioma.

Desde el 2010 el Departamento de Educación ha realizado un estudio de validez en colaboración con Ia Compañía edCount, LLC. Como parte de este estudio curricular se diseñaron materiales curriculares (Mapas Curriculares K-12, Documento de Alcance Secuencia K-12, Herramienta de Alineación Curricular y Calendario de Secuencia) con el propósito de fortalecer el proceso de enseñanza y aprendizaje alineado con el Documento de Estándares de Contenido y Expectativas de Grado, 2007. De esta manera Ia enseñanza de todos los grades y materias académicas será de manera sistemática a través de todo el sistema de Educación Pública.

Modelo – Entendimiento por Diseño (UbD – Understanding by Design)

El proyecto curricular está basado en el modelo de diseño curricular de Entendimiento por Diseño (UbD, por sus siglas en inglés-Understanding by Design) de Grant Wiggins and Jay McTighe (2010). El modelo de UbD se conoce como diseño a Ia inversa, y comienza con los resultados esperados, trabajando para determinar Ia evidencia de avalúo y el plan de aprendizaje. El conocimiento del diseño a Ia inversa asegura que los maestros, de forma deliberada, planifiquen Ia enseñanza que lleva a los objetivos predeterminados sobre lo que los estudiantes deben saber y ser capaces de hacer como resultado de cada unidad. AI igual este modelo ofrece las oportunidades para que el estudiante no solo "descubra" lo que debe aprender, si no que facilita el entendimiento a través del diseño.

Este modelo está fundamentado en tres principios (Guillot & Wiggins, 2011):

 La meta principal de Ia educación es el desarrollo y Ia profundización de lo que entiende el estudiante, de manera que se puede transferir el conocimiento y las destrezas a situaciones relevantes en sus vidas.

 El contenido debe propiciar Ia identificación de ideas grandes y preguntas esenciales.

 El entendimiento se logra a través de Ia aplicación de conocimientos y destrezas a otras situaciones de Ia vida real.

Desarrollo de los Materiales Curriculares

Los materiales curriculares fueron desarrollados por educadores del Departamento de Educación de Puerto Rico (maestros, directores, facilitadores docentes, especialistas de contenido, especialistas curriculares, directores de programa y los especialistas curriculares de Ia Compañía edCount, LLC).

Descripción de Materiales Curriculares

Documento Alcance y Secuencia

8 se puede observar como cada destreza progresa a través de cada grado.

Calendario de Secuencia

Este documento bosqueja Ia secuencia, duración y titulo de cada unidad para el área de contenido según el tiempo establecido para cada ano académico. Este presenta un tiempo estimado para Ia duración de cada unidad en semanas. El calendario de secuencia no solo es una herramienta de planificación para el maestro, sino que también provee una punta de referencia en relación a Ia secuencia de enseñanza de cada unidad para todo el Sistema Educativo.

Herramienta de Alineación Curricular

Es un documento que asegura que se cumpla con todas las expectativas de aprendizaje en el currículo de un determinado año, y facilita el proceso de planificación. La herramienta de alineación muestra de manera visual cómo y cuando se cubren las expectativas de aprendizaje en cada unidad a través del año académico. Tanto este documento como el calendario de secuencia son documentos que proveen una visión general y que fomentan Ia planificación a Ia inversa.

Mapas Curriculares

Cada mapa curricular contiene tres etapas: resultados esperados, evidencia de avalúo, y el plan de aprendizaje. A continuación presentamos una breve descripción de cada una de estas secciones del mapa curricular.

Etapa 1 -resultados esperados, provee los resultados de aprendizaje que se esperan en Ia unidad. Esto incluye: 1) los estándares de contenido y las expectativas de aprendizaje cubiertos en Ia unidad; 2) los conceptos principales y las preguntas que el estudiante explorará; y 3) el desglose del conocimiento del contenido específico y las destrezas que el estudiante necesita dominar correspondiente a las expectativas de aprendizaje. Esta fase bosqueja lo que el estudiante debe saber y ser capaz de hacer al final de Ia unidad.

Etapa 2 - Ia evidencia de avalúo, describe los medios para evaluar los conceptos, conocimientos y destrezas de Ia Etapa 1. Esto incluye: 1) Ia evaluación sumativa como lo son los proyectos, ensayos, informes y exámenes de unidad, que se producen al finalizar una serie de lecciones; y 2) Ia evaluación formativa como lo son las pruebas cortas, los organizadores gráficos, las entradas de los diarios reflexivos y las notas de las conferencias; lo cual debe darse de forma continua durante Ia unidad. Esta fase explica como los maestros evalúan el nivel de comprensión del estudiante relacionado con el material que se enseñó.

Etapa 3 - el plan de aprendizaje, bosqueja Ia ruta para Ia enseñanza, lo cual incluye los planes, las ideas para las actividades y los recursos de apoyo. Esta etapa describe los pasos que el estudiante debe seguir para adquirir el contenido/las destrezas identificadas en los objetivos de Ia unidad.

Exhortamos a los maestros y al personal docente a utilizar estos materiales curriculares para fortalecer el proceso de enseñanza y aprendizaje.

9

English as a Second

Language

Unit K.1: About Me

English as a Second Language

5 weeks

June 2012 10

Stage 1 - Desired Results

Unit Summary

In this introductory unit, students will develop words and expressions to describe themselves, important events with family, and their feelings, in order to improve their cooperation skills when speaking English. To develop vocabulary to describe themselves and their interests, students will create an “About Me” book. To share their feelings, students will create an art project called “Rainbow

Bodies” that describes feelings using colors.

Transfer goal: Students will be able to describe themselves, their feelings and important events with friends and family using newly developed vocabulary.

Content Standards and Learning Expectations

Listening and Speaking

L/S.K.3 Uses basic vocabulary to identify familiar concepts related to self, family, and to interact with peers.

Writing

W.K.2 Writes the letters that represent first name.

W.K.4 Illustrates to express feelings, concepts related to family, and personal experiences

.

Big Ideas/Enduring Understandings:

 We bring knowledge gained from family and life experiences that teach us to connect with community and to grow as learners.

 When I listen to understand, I can build a better relationship with others.

 Every person is unique in their own way.  Family and environment shape our identity.  Every person has a skill or talent he/she can

shape and grow.

Essential Questions:

 What knowledge do I bring to school?  How can I use words to improve my

relationship with others?  What makes me special?

 How has my family shaped who I am today?  How can I explore my talents?

Content (Students will know…)

 How to resolve conflicts with words

 Facial features (hair, eyes, nose, mouth, ears, face)

 Colors (black, brown, red, orange, yellow, green, blue, purple, pink, white)

Content Vocabulary

 Feeling words (e.g., happy, glad, sad, scared, angry, nervous, excited, tired)

Skills (Students will be able to…)

 Use basic vocabulary to identify concepts related to self.

 Use basic vocabulary to describe their family.  Use basic vocabulary to interact with peers.  Write the letters that represent first name.  Illustrate to express feelings.

Unit K.1: About Me

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June 2012 11

 Family (e.g., father, mother, grandmother, grandfather, brother, sister, aunt, uncle, cousin)

 Interaction expressions (e.g., I feel__, I am__, I need___, I (don’t) like, Can I borrow ___? Can I use ___, Would you…? Excuse me, Thank you, Please)

Stage 2 - Assessment Evidence

Performance Tasks

“About Me” Book

 Students create a book that describes the student’s favorite things and what makes them special. Students will fill in the sentence starters and illustrate the page. They will do one page a day.

 Provide these sentences starters for each page: I am a _(feeling adjective)_

child/kid/boy/girl; I like ______; I am good at ____; My favorite color is _______; I don’t like _______; Each day the student will illustrate a page of the book. At the end, they make a self-portrait for the cover and put their book together.

 The students will present their book to the class using the target language. To evaluate whether the other classmates were listening, after each presentation, in pairs, the students will decide what their favorite part of the book was, illustrate it together and then share orally using the target language.

Rainbow Bodies

 Read aloud “I Feel Orange Today” by Patricia Godwin. It is a book that describes feelings through colors. Ask students, “What do these colors make you feel?” while you read, because everyone might have a different response to colors. Talk about how we can know how someone else feels? Can we see their feelings on the outside? Discuss how we can hold feelings in our bodies, and that they

Other Evidence

 Family Portrait. Students bring in pictures of their family members and share with the class which family member is special to them and why. The teacher will write down the vocabulary specific for each child in English. Then, the student will illustrate an important event with this family member. The student will describe the picture using content vocabulary describing family members. The teacher will write their description.

 Observations and Oral Assessments: Word Wall Words and Individual Word Lists (see attachments: Resource 2 – Using Word Walls to Improve Instruction and Resource 3 – Individual Word Lists). Check with students in the beginning, middle, and end of the unit to see how they have acquired the vocabulary from the class word wall as well as from their individual word list. Use Resource 1– Oral Assessment for Vocabulary Acquisition as a way of monitoring vocabulary usage.

Unit K.1: About Me

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5 weeks

June 2012 12

can come and go like clouds in the sky (this way we don’t hold on to negative feelings and also realize happy feelings also don’t last forever). To get to know each other better, we will create “rainbow bodies” to show all the feelings we have inside.

 Trace the body of each child on butcher paper. Students will select four feelings they commonly feel and pick a color to represent each feeling. Make sure to have a model of your own body that you made ahead of time. Share what colors you picked to paint inside your rainbow body and why.

 Then, the students will finger paint the inside of their bodies with those four colors to represent that we are unique on the inside and that you can’t always know how someone feels.

 In pairs, students present their painting to each other and ask each other the question: “What does this color mean?” and they respond, (example) “Orange means I feel happy.”

 Evaluate students’ use of target vocabulary individually or during his/her presentation (see attachment: Resource 1– Oral

Assessment for Vocabulary Acquisition).  Create a rainbow body parade on the wall.

This can be made by painting a background or writing an explanation of each student’s feelings in their own words in Spanish and use English sentences starters “I feel (color) when I am (feeling).” Invite members of the school community to have the students talk about their feelings in English and Spanish.

 “Glad Monster, Sad Monster” Art Project Read, “Glad Monster, Sad Monster” by Ed Emberly & Anne Miranda, a colorful story using monsters masks to express different feelings (see attachment: K.1 Sample Lesson – Glad Monster Lesson Plans) and select an art project (monster masks, feeling monster) and have students role play how we interact differently depending on our feelings (e.g., if we are feeling sad, maybe we do not want to play if someone asks, or if we are feeling angry, we might get frustrated easily) using either their masks or their “feeling monster.”  As a formative assessment, have students use

their masks or feeling monsters to show “How can we use words to improve our relationship with others?” Use attachment K.1 Other Evidence – Interaction Rubric to note what sentence starters and vocabulary the student uses to solve conflicts.

 For every Illustration, have the student sign his/her name. Use this as a formative assessment throughout the year to see how he/she is growing in their ability to write using print techniques (see attachment: Resource 4– Developmental Stages of Writing). If student wants, he/she can also write a description of their picture. Use attachment K.1 Other Evidence – Checklists for Literacy Development to note growth of student’s writing.

Stage 3 - Learning Plan

Learning Activities

Routines for the Year

Unit K.1: About Me

English as a Second Language

5 weeks

June 2012 13

attachment: Resource 5 – Morning Message Reasons and Research).

 Every unit has songs or poems that connect to the theme. Sing songs at the beginning of class to develop vocabulary and fluency. Have the lyrics or poems written in large print so that students can follow along as you track the words to introduce sound-word connections.

 Select vocabulary from theme, songs, and read alouds to introduce to the class word wall. Have students act these words out, use them in sentences with partners, draw pictures to have them be familiar with the words (see attachment: Resource 2 – Using Word Walls to Improve Instruction).  Students will have their own set of words they will want to know in English, you can keep an

individual word list notebook and keep track of words used by students (see attachment: Resource 3 – Individual Word List).

 Rubrics will be used for the entire year to assess the level of language development. Students will progress at their own developmental level (meaning no one is expected to be all 3’s at the beginning of the year). Adjust activities to level of students (picture based, imaginative writing, to including initial letters and final letter sounds, to misspelled words, to correctly spelled) refer to stages of second language acquisition:

http://www.everythingesl.net/inservices/language_stages.php and attachments, Resource 6 – Performance Levels of ELLs (English Language Learners) and Resource 4 – Developmental Stages of Writing.

Word Wall

 For each unit, decide on words you want the whole class to acquire. Begin this unit with the names of your students with a picture of them. The students will refer to their names throughout the unit and year, and their first names will help when teaching letter recognition. Words in the word wall are words that deal with the themes of the unit (e.g. content vocabulary), vocabulary from songs or stories, and sentence starters you expect the students to use (e.g. I like _____). See attachment Resource 2 – Using Word Walls to Improve Instruction for activities you can do with a word wall. Since Kindergarten students are pre-literate, games using acting out the words, role-playing, singing, or drawing the words will help students acquire new vocabulary.

Feelings

 Share that everyone has feelings and each of us can feel a different way. To connect to the essential question, “What knowledge do we bring to school?” ask students to share experiences they have had that brought different feelings (you can focus by feeling: happy, sad, nervous, shy, etc). Have students make connection by sharing with a partner times in their life they have felt this way and you can extend it by having students draw these experiences (if appropriate).

 If you are happy and you know it song: Have the kids learn the feelings vocabulary by singing the song “if you are happy and you know it” but alter the lyrics for each feeling. You can have the kids create the motion, or use: happy= clap your hands, angry = stomp your feet, sad = wipe your eyes, excited = jump around, tired = close your eyes (motion as if you are sleeping), nervous = shake your legs, scared= hug a friend.

Unit K.1: About Me

English as a Second Language

5 weeks

June 2012 14

Would you…? Excuse me, Thank you, please).

 Use flashcards to have students sort feelings they have had and not had. Use in pairs to ask each other about their feelings in English “English?” and then have the students say the feeling in English.

 Select from this list which words you choose to teach

http://www.teachchildrenesl.com/filez8932/flashcards/Facial_Expressions_flashcards.pdf Colors

 Bring in objects of different colors and have students work together in pairs to describe the colors in Spanish and English. Have students share what objects in their life are different colors. They can bring in their favorite hat, shoes, shirt, and toy that are different colors and then categorize them by colors.

 Have students experiment combining primary colors into secondary colors by finger painting on a large sheet of paper. Have them describe what they are seeing and why colors are changing. Or, you can have different glasses of water at a table and use watercolor to add colors to each cup and make secondary colors from primary combinations. After experimenting, have them create an art piece that shows their favorite combinations. Have them share with a partner what they

discovered and why their color combinations are unique and interesting to them.

 Make a list of colors and the feelings associated with them after reading “I Feel Orange Today” and “Glad Monster, Sad Monster” compare if the books give different feelings to different colors. Ask why that is, and if there are other feelings that can connect to the colors.

Family

 Read Aloud: “Love you forever” and have the students talk about how they feel about their family. Ask, “How has your family shaped or made you who you are?” “Would you be the same person with a different family?” They can talk about whom they live with, and why that person is

important to them. Follow up activity would be making a card for the family member and drawing a picture of how they love them.

 Read Aloud “Shades of Black,” “I am Latino”and“Hairs/Pelitos” and have students describe their own color of their skin or their hair to a partner using the target language. Discuss if they look similar or different from their family members (like the characters in “Hair/Pelitos”. Have students draw self-portraits and share with a partner or small group their illustration. Have students find their facial features (hair, eyes, nose, mouth, ears, and face) and name them in English.

Sample Lessons

My Talent Show and Tell

Unit K.1: About Me

English as a Second Language

5 weeks

June 2012 15

 Guided Instruction: Ask each student to share about themselves in Spanish only. While the student is speaking, listen and create a personal vocabulary list for each child about their likes, dislikes, what they are good at. After each presentation, the teacher will write down on a poster the individual words used by each child (see attachment: Resource 3 – Individual Word List).

 Closing: Share with the students the sentence starter “I Like ___” and “I am good at ___” and as a closing each student completes the sentences sharing something they like or are good at from a word on their individual word list.

Partner Sharing

(Students have to come to school with a bag of items and pictures that are based on the words in their individual word list)

 Introduction: Connect to the essential question, “What makes me special?” by having students remember what is important to you as you show your items as a reminder. Ask in Spanish “How can we use words to improve our relationship with others?” Have students discuss how sharing and listening to each other helps us get to know each other. Ask them “what does it mean to listen?” Introduce the idea of “brain listening”. This means that when someone is speaking, they are not thinking about something else or what they want to say, but really paying attention to the speaker. The objective is that students will take turns sharing their items. The listener will ask questions in order to share with the class what they learned. Model what brain listening behavior looks like and doesn’t look like with a volunteer student.

 Guided Instruction: Share that they will get in pairs and present their important items in Spanish to a partner. Their need to take turns presenting and listening to each other. Have them practice brain listening by not interrupting and by asking questions to their partner to show they understood and want to learn more. (Again, model this behavior with a student).

 As they talk with their partners, go around the room. Ask the listener what they learned about their partner. Also, listen to the speaker to help with their English vocabulary that is on their individual vocabulary list. Refer to the individual word list poster and point out the words for each object.

 When the partners have finished sharing, reintroduce the sentence starters, “I like…” “I am good at…” by modeling with your items again to a student. Ask the students to now share their items in English by saying, “I like ___”, and “I am good at ___” Remind them that the listener will listen to the words in English and be prepared to share one thing they learned about their partner, in English.

 Closing: Come back to a circle show how when you talk about someone else, it is likes with an –s at the end of the word. Model with a student “(Name) likes… ” and have each student share one thing they learned about their partner in English using “(Name) likes ….”

Glad Monster, Sad Monster

On describing feelings (See Attachment: K.1 Sample Lesson – Glad Monster Lesson Plans) Sometimes I feel like a Mouse

Unit K.1: About Me

English as a Second Language

5 weeks

June 2012 16

Adapted from Understanding by Design by Grant Wiggins and Jay McTighe

Additional Resources

 Read alouds, poems, and writing projects based on “All About Me” (write the URL into Google to find it) preschool.uen.org/curriculum/Septembers/AllAboutMeUnit.pdf

 List of activities, poems, and books for “All about me” http://www.kinderkorner.com/me.html  https://www.kinderplans.com/p/13/all-about-me-activities

 http://www.kidprintables.com/allaboutme/

 Photos and ideas on how to use word walls for pre-literate students http://www.pre-kpages.com/wordwall/

Literature Connections

Books about color and describing self

 Shades of Black a celebration of our children by Sandra Pinkney  I am Latino: The Beauty in Me by Sandra Pinkney

 A Rainbow All Around Me by Sandra Pinkney  Hairs/Pelitos by Sandra Cisneros

 Family Pictures by Carmen Lopez Garza

Books about feeling and color

 Glad Monster, Sad Monster by Ed Emberley  I Feel Orange Today by Patricia Godwin

 Sometimes I feel like a Mouse by Jeanne Modesitt

Books about self and feelings  My Book about Me by. Dr. Seuss  It’s Okay to Be Different by Todd Parr  I Like Me! by Nancy Carlson

 The Feelings Book by Todd Barr

 Bein’ With You This Way by W. Nikola-Lisa

 Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis  The Way I Feel by Janan Cane

 Love you forever by Robert Munsch Book about faces

Unit K.2: Let’s Learn

English as a Second Language

4 weeks

June 2012 17

Stage 1 - Desired Results

Unit Summary

In this unit, students will act out and express verbally what it means to be a good friend and compare how they are at school and at home. Stories about friendship will gives the students examples of how to be a good friend and why speaking helps make friends and solve conflicts. In addition, students will play games and sing songs to learn how to share, follow instructions and practice cooperative skills to build classroom community.

Transfer goal: Students will leave the class and be able to use basic, accurate vocabulary to describe what it means to be a friend and to compare how they act at school and at home. They will also be able to follow basic instructions and routines.

Content Standards and Learning Expectations

Listening and Speaking

L/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement.

L/S.K.3 Uses basic vocabulary to identify familiar concepts related to self, family, and to interact with peers.

L/S.K.4 Offers and responds to greetings and farewells using appropriate courtesy expressions. Writing

W.K.2 Writes the letters that represent first name.

W.K.4 Illustrates to express feelings, concepts related to family, and personal experiences

.

Big Ideas/Enduring Understandings:

 We bring knowledge gained from family and life experiences that teach us to connect with community and grow as learners.

 When I listen to understand, I can build a better relationship with others.

 We can use words and expressions to convey how we feel about ourselves and others to improve our school and community.



We can navigate between different spaces if we know the different expectations.

Essential Questions:

 What knowledge do I bring to school?  How can I use words to improve my

relationship with others?  Why speak?

 What qualities does a good listener have?  What does it mean to be a good friend?  How is school different from home?

Content (Students will know…)

 Behavioral expectations in class (listen when others talk, take your turn when speaking by raising your hand, work together, try hard)  The five senses (sounds like, looks like, feels

Skills (Students will be able to…)

 Listen and respond to basic commands.  Listen and respond to basic instructions.  Listen and respond to routine questions

Unit K.2: Let’s Learn

English as a Second Language

4 weeks

June 2012 18

like, tastes like)

 Actions of a friend (a friend: helps, plays, listens, talks, shares, eats, reads)

 How to respond to reading prompts verbally or non-verbally (acting, pointing, nodding) (e.g. “Show me _____”, “Which of these _____?”, “Point to _____”, “Is this a ____?”)

Content Vocabulary

 Days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday)

 Months (January, February, March, April, May, June, July, August, September, October, November, December)

 Classroom items (e.g.: chair, table, desk, word wall, chalkboard (or whiteboard), pencil, paper, paint, crayon, marker, glue, scissors, eraser)

 Body parts (head, shoulder, arm, hands, wrist, knees, toes, feet, legs, stomach)

 Words to answer questions (yes, no, is, isn’t)  Verbs related to school: (listen, read, write,

sing, talk, sit, stand, line up, clean up, open, close, run, walk)

 Family words- (e.g. sister, brother, grandma, grandpa, aunt, uncle, cousin)

 Friendship words—e.g. kind, help, share, borrow, excuse

 Home, school

 Interaction expressions (e.g., I feel__, I am__, I need___, I (don’t) like, Can I borrow ___? Can I use ___, Would you…? Excuse me, Thank you, Please)

 Use basic vocabulary to identify concepts related to self and family.

 Use basic vocabulary to identify familiar concepts related to interactions with peers.  Use expressions to demonstrate engagement

during story time.

 Offer and respond to greetings and farewells using appropriate courtesy expressions.  Write the letters that represent first name.  Illustrate to express feelings, concepts related

to family, and personal experiences.

Stage 2 - Assessment Evidence

Performance Tasks

Home Me, School Me

 The student will create a poster with

illustrations of activities he/she does in school and at home. Student will select words from read alouds and word wall that describe

Other Evidence

Unit K.2: Let’s Learn

English as a Second Language

4 weeks

June 2012 19

his/her behavior and self at home and school (see attachment: K.2 Performance Task – Home Me, School Me).

 Use Rubric to conduct oral assessments to ask questions to see if student can follow

instructions, answer routine questions How to be a Good Friend

 Students will create a book of how to be a good friend. It will include drawings, photos, and cutting and pasting key words from vocabulary (teacher created).

 The student will create a scrapbook of how to be a good friend. In pairs, students will share and “teach” each other through the book how to be a good friend.

 Observe and write down in teacher

observation journal what words he/she uses to describe actions and adjectives from read alouds and word wall that describe being a friend.

knee, touch your foot, sit down, stand up, raise your hand). Also use TPR assessment to see if students understand basic commands for the classroom. Ask the students to demonstrate commands: (e.g. sit down, open the book, close the book, stand up, and get a pencil).

 Oral Assessment: What do we do at school? Use pictures to have students use non-verbal and/or verbal cues to indicate how to act in school (see attachment: K.2 Other Evidence – What do we do at school?).

 Continue Observations and Oral Assessments: Word Wall Words and

Individual Word Lists for descriptions of use, see attachments: Resource 2 – Using Word Walls to Improve Instruction and Resource 3 – Individual Word Lists. Use attachment

Resource 1– Oral Assessment for Vocabulary Acquisition as a way of monitoring vocabulary usage.

 Interaction Observations (see attachment: K.1 Other Evidence – Interaction Rubric). During play time, sharing, or work time, observe the students to see if they are using appropriate words such as: I feel …, I am…, I need…, I (don’t) like, Can I borrow…? Can I use, Would you…? Excuse me, Thank you, please) to express their needs and wants. Use the Interaction rubric to write down observations and sentence starters used to monitor their progress.

 Continue observation of student’s signature Use attachment K.1 Other Evidence –

Unit K.2: Let’s Learn

English as a Second Language

4 weeks

June 2012 20

Stage 3 - Learning Plan

Learning Activities

Greetings and Farewells

 Oral response to song “Good Morning” Begin each morning with the song, “Good Morning,” which is sung in the rhythm of “Frere Jacques.” See at the end of the unit if the student can respond properly to the call and response song. (Words in bold sung by teacher, in italics by students).

Good morning, good morning, How are you? How are you?

Very well, I thank you, Very well, I thank you, How about you? How about you?

(In the Second verse replace “good morning” with “good afternoon” and in the last verse say “good evening”)

 Role-play with puppets how to greet each other and say farewell in English. Students can create puppets based on the book, “Do You Want to be My Friend?” to reinforce greetings and farewells, as well as language involving how to be a friend.

 Read aloud, Yo, Yes! and Ring, Yo! by Chris Raschka and compare how the kids greet each other (e.g. “Yo!” versus “Good Morning!”) and share different ways of saying hello in English and in Spanish to show the students the difference between formal and informal language. Students can make cartoons or comparison drawings or role-play when to say “Yo” and when to say “Good Morning.” Use sentence starters, “I use Yo” when (I talk to my friends) and “I use Good Morning” when (I see teachers and adults, at school and home).

 Create a poster for classroom display of places where you can use “Yo” and “Good morning/afternoon/evening.”

 Match pictures of sun, sunset, and moon to “morning,” “afternoon,” and “evening.”

 Read aloud “Goodnight Moon” and have students chant “goodnight” every time the character says it. Have students point out to different vocabulary mentioned (e.g. kittens, mittens, balloon) or answer questions “Is it a ____? Yes or no?”

Calendar

 Begin each day with a morning message on the board that shares what day it is and what activity they will be doing. (Example: Today is Monday. Today we will read a story about friendship.) Read the message aloud and follow it with a tracker. When students are familiar with the days of the week vocabulary, you can have it blank and have the kids say the day or find it on the word wall.  Select songs from attachment, (see attachment: K.2 Learning Activity – Songs), to reinforce days of

the week, months, and the date.

 Show or sing song on Months: http://www.youtube.com/user/KidsTV123#p/u/25/5enDRrWyXaw

Classroom and Home

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home and compare if there are any similarities or differences in activities.

 Have students illustrate or cut out a picture a day of activities they do at home and at school and label the picture. Have students share their drawings and describe it to a partner during closing activities. Create a book from the pictures so students can read it during the year.

 Use word cards on chores at home to have students categorize what chores they do at home and which they don’t http://www.teachchildrenesl.com/filez8932/flashcards/Chores_flashcards.pdf  Have students find examples of classroom items (e.g.: chair, table, desk, word wall, chalkboard (or

whiteboard), pencil, paper, paint, crayon, marker, glue, scissors). Model as the teacher how to care for the materials and where they go. If you have your own classroom, have labels in English

describing the materials.

 During clean up time, you can signal it with a musical instrument (triangle, bell, drum) and sing the song, “clean up, clean up, everybody everywhere, clean up clean up, everybody do your share” while cleaning to reinforce team work and classroom expectations.

How to be a good friend

 What does it mean to be a good friend? Bring in a picture with your own friends and share activities you do with your friends. Write up actions you share with a friend (a friend helps, listens, is kind, talks to you, plays, dances, etc.). Have students share in pairs what they do with their friends. Create an individual word list for students on what they do with friends and see if there are similarities in the class so that these words can be in the class word wall.

 Have a discussion about whether listening helps be a good friend. Ask, what does a good listener listen for? Read aloud, A Listening Walk (see lesson below) on how listening helps us open up to the world around us.

 Read aloud, Best Best Friends and find activities the two girls share. Have students find activities they also like to do with their friends. Also discuss why the girls in the story and how they become friends again. Discuss, “can good friends fight?”

 “Why Speak?” Have a discussion about how speaking can make friends and help solve conflicts. Connect to vocabulary from unit K.1 about sharing feelings to resolve problems. Students can bring back their puppets from “Glad Monster, Sad Monster” or create puppets from a story from this unit and model solving a problem using words.

 Select songs from attachment K.2 Learning Activity – Songs, to sing sounds about friends.

Sample Lessons

 I like me, I like you lesson on rights and responsibilities in the classroom (see attachment: K.2 Sample Lesson – I like me, I like you).

 On How to be a good friend. Includes songs, read aloud, and discussion http://learningtogive.org/lessons/unit194/lesson4.html

 Lessons on listening, how to conduct a listening walk. Do this before you read, Listening Walk by Paul Showers http://www.talkingpoint.org.uk/Parent/Directory/Cookbook.aspx

 Lessons on Chrysanthemum by Chris Henkes. Great ideas on how to recognize the importance of their own names and activities to connect it to literacy

Unit K.2: Let’s Learn

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Adapted from Understanding by Design by Grant Wiggins and Jay McTighe

Additional Resources

 On using morning messages http://www.hubbardscupboard.org/morning_message.html

 Songs for days of the week, rules, friends, etc http://www.kellyskindergarten.com/songs/songs.htm  Connects Do You Want to be My Friend? with A Cake All for Me! gives great songs and cross

curricular connections to friendship

http://www.hubbardscupboard.org/do_you_want_to_be_my_friend_.html

 Site to create your own calendars http://www.worksheetworks.com/miscellanea/calendars.html

Literature Connections

About Friendship

 A Cake All for Me! by Karen Magnuson Bell  Do You Want to be my Friend? by Eric Carle  I Like Me! by Nancy Carlson

 I Like Being Me: Poems for Children About Feeling Special, Appreciating Others, and Getting Along by Judy Lalli

 Help! A story of Friendship by Holly Keller  The Friendship Wish by Elisa Kleven  Friends by Helme Heine

 A Rainbow Of Friends by P.K. Hallinan  About Solving Conflict

 Best Best Friends by Margret Chodos-Irvine  Say Hello by Jack and Michael Foreman  Chrysanthemum by Kevin Henkes

About listening and communication  The Listening Walk by Paul Showers  Communication by Aliki

 Yo, Yes! and Ring, Yo by Chris Raschka

Unit K.3: Let’s Play

English as a Second Language

5 weeks

June 2012 23

Stage 1 - Desired Results

Unit Summary

In this unit, students will play, create, and teach games with each other to understand the importance of following instructions, responsibility, self-management, and integrity. Games will reinforce colors, basic shapes, numbers 1-10, and the importance of working together by using words to solve conflicts. In addition, this unit focuses on patterns in life to reinforce healthy habits and to find patterns in life, in the environment and in books.

Transfer goal: Students will leave the class able to respond to basic commands, instructions and questions and use expressions and vocabulary in verbal and nonverbal form to communicate with peers.

Content Standards and Learning Expectations

Listening and Speaking

L/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement.

L/S.K.3 Uses basic vocabulary to identify familiar concepts related to self, family, and to interact with peers.

L/S.K.5 Uses both verbal and nonverbal forms of communication to express feelings and needs; reacts to pictures and simple language cues after listening to read alouds.

Writing

W.K.2 Writes the letters that represent first name.

Big Ideas/Enduring Understandings:

 We bring knowledge gained from family and life experiences that teach us to connect with community and grow as learners.

 When I listen to understand, I can build a better relationship with others.

 Games can bring joy and friendship because we can share a common experience.

 By listening to others, we can learn new things.

Essential Questions:

 What knowledge do I bring to school?  How can I use words to improve our

relationship with others?  What makes a game fun?

 How can I teach someone to play a game?  What can I learn from playing games?

Content (Students will know…)

 Numbers 1-12

 Basic Shapes (triangle, square, circle)  What is a repeating pattern

 Vocabulary related to self and family  Verbal and nonverbal forms of

Skills (Students will be able to…)

 Listen and respond to basic commands,

instructions and routine questions.  Use basic vocabulary to identify familiar

concepts to interact with peers.

Unit K.3: Let’s Play

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communication

 Expressions for answering questions and following directions

Content Vocabulary

 Comparing numbers (More, less, than, bigger, smaller)

 Comparing shapes (shape, sides, have)

 Games (roll the dice, pick a card, move player, take turns, win, lose, count)

 Sentence starters: I like to play _____ , First, second, third, The pattern is _______  Family vocabulary

 Morning, Afternoon, Evening  Brush teeth, wash hands  Nursery Rhymes

 Finger games  Hopscotch

 Directions (left, right, up, down)

communication to express feelings and needs.  React to pictures and simple language cues

after listening to read aloud.  Make and count tally marks.

 Compare numbers and objects using appropriate vocabulary.

 Write the letters that represent first name.

Stage 2 - Assessment Evidence

Performance Tasks

Create a Board Game

 With a partner, students will create their own board game that involves creating a pattern out of shapes and colors. Use the attachment, K.3 Performance Task – Board Game Rubric to create your model and share it with the students so they know what is expected of them.

 Students are expected to be able to say in English the shapes, numbers, and colors they used in their board game, along with using the words “first, second, third” when explaining the steps of their game. (First pick a card, second count steps, third move shape or figure). The students can create cards or use die to move the players.

 Have a game day where students play with each other and explain their rules and describe their game using the target language. Use the attachment, K.3 Performance Task – Board

Other Evidence

 Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 – Oral Assessment for Vocabulary Acquisition).

 Question Observation Sheet (see attachment: K.3 Other Evidence – Question Record). During read alouds, role-play, or during activities regarding the text, ask students a question and record their answers.

 Shape hunt (see attachment: K.3 Other Evidence – Shape Hunt). Have students find examples of shapes around the room and the school. Have students keep count of what shapes they find in a tally and count their tally to see which shape shows up the most. Students will compare answers and create a class tally. This will be fun to share.

Unit K.3: Let’s Play

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Game Rubric to assess their language usage and level (entering, beginning, developing).

Create a Pattern Book

 Based on the models read in class, the

students will create their own pattern book to teach their classmates colors, numbers, and/or days of the week. Their book has to have a sentence starter that repeats (e.g. Hungry Coqui eating food from Puerto Rico).  Have a day where family members come in

and the students “read” their book to their family.

cut outs to make a pattern with shapes, use beads to create a pattern necklace or bracelet, make stamps out of sponges and stamp out patterns. Use attachment K.3 Performance Task – Board Game Rubric to assess language level of student (entering, beginning, developing).

 Sequencing a Story Have students draw out the beginning, middle, and end of a story of choice nursery rhyme or story (see

attachment: K.3 Other Evidence – Sequence Chart).

 Continue observation of student’s signature. Use attachment K.1 Other Evidence –

Checklists for Literacy to note growth of student’s writing and refer to attachment Resource 4 – Developmental Stages of Writing.

Stage 3 - Learning Plan

Learning Activities

Games and Nursery Rhymes

 What knowledge do our students possess when it comes to games? Have students bring in games or demonstrate games they learned from their family to school the next day for a show and tell. Games can be hand clapping games, movement games, board games, card games, etc. Use the show and tell description to create the individual word list for each student.

 Invite family members in to sing songs and nursery rhymes, demonstrate games (hand games, card games). Have the family members share how they learned to have the students play these games. Discuss why these games are passed on to friends and family. “Why play games?”

 Ask the question, “How do games help us make friends?” Write down what students say on the board. See if students agree or disagree with their statements. Ask them which games they like to play to find commonalities between students.

 During the unit ask “What can I learn from playing games?” and have a list in the classroom. At first it can be about rules, new shapes or numbers, but inquire from the students what life skills they learn from games (sharing, cooperating, respecting self and others, self-management because you follow rules, integrity not to cheat and play fair). Connect to any family values or stories shared in the beginning of the unit by the family guests.

 Use chalk to create hopscotch boards outside to reinforce numbers and shapes. Have students write numbers out on boards. Do this activity after you have taught shapes and numbers.  Compare different types of hopscotch boards and games from around the world and play them.

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 Compare nursery rhymes and hand games from Puerto Rico and the US. Select Nursery Rhymes in English that have hand motions to teach as games with instructions. Have students learn itsy bitsy spider http://youtube/AQZNBkdxCMY , pat-a cake http://youtube/lq0mRxKPSoU London Bridge is Falling Down http://youtu.be/uJ637HpzUFU

 Have students select a nursery rhyme they enjoy and perform it to partners. Walk around the room to observe if students are following instructions and sequencing the story in order.

Shapes

 Ask students, “What do we already know about shapes?” Bring in various objects that have circles, squares, and triangles. Use the regalia to describe the properties of each shape (number of sides) and have students bring in examples from home. In pairs students can sort items by shapes into categories. Have them explain, “This is a ______. It has _______ sides.” Ask them “what shape is it” and use attachment K.3 Other Evidence – Question Record as a model for your anecdotal records notebook.

 Watch video, or sing song, “We are Shapes” to introduce names of shapes and numbers of sides. http://www.youtube.com/watch?v=IkZs2_1-YJU&feature=relmfu

 Have students compare and sort shapes by saying it is “bigger” and “smaller”. If student is more advanced, he/she can try “This is bigger than that.”

 Have a shape store, where students role-play selling items that are different shapes. Use sentence starters “I would like two ______” or “Can I have one _____.” Students use real pennies to make financial transactions. They can also ask for “a bigger ____” or “smaller ____” shape.

Numbers

 Read aloud, The Twelve Days of Kindergarten (as the song, The Twelve Days of Christmas, to familiarize the students with the numbers 1-12. Have a center where students play with the items in the story and can count them (e.g. eggs, coins, blocks, golden stars) and compare the amounts (which has more or less).

 Bring in items that come in sets (e.g. box of 6 buns, a dozen eggs, a pack of pencils) and have students count to solve how many items are in the set. Students identify the number (have number cards) and trace the answer.

 Play hide and go seek by counting to 4, 8, and then 12. Have a discussion about which number is better to count to (e.g. 12 because students have more time to hide). Talk about examples in life when we want more time (a higher number) or less time in life. Once students are familiar with numbers, they can count to play hide and go seek.

 Sing a song or show the video for “12” from Sesame Street. Have students create their own dance choreographed to the song with different groupings of items from 1 to 12. See website:

http://www.youtube.com/watch?v=JZshZp-cxKg Patterns in Stories and Life

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 Have a pattern hunt where students look for patterns in the classroom and bring in patterns from home. They can make a pattern book and draw patterns in their life (morning, afternoon, night activities) to reinforce healthy living patterns (washing hands after the bathroom, brushing teeth in the morning).

 Read aloud texts on healthy routines Brush! Brush! Brush! teaches vocabulary “up and down” “left and right.”

 Read aloud Goodnight Moon to find patterns in rhyming, in repetition of “goodnight” and to discuss their own nighttime routines.

 Read aloud texts that have patterns, like There Was an Old Lady Who Swallowed a Fly. Have students identify what repeats, and create a song or dance based on repetitions. To engage students, have them predict what she would eat next. Video: http://youtube/altckbVlceM

 Read aloud, Hungry Little Caterpillar and have students find the pattern (numbers go up as the days of the week continue) http://youtube/srk8aAaTFXE Have students use cut outs from lesson plan to arrange the food in order to show the pattern.

 Read aloud, Brown Bear, Brown Bear, What Do You See? and have the students find the pattern in the text. http://youtube/pdHCYgO9zh8 Create puppets or color in the cut outs to have students recreate the story’s pattern.

 Read aloud, The Very Busy Spider and have students act out the various animals and follow the pattern of the book.

http://www.makinglearningfun.com/themepages/SpiderVeryBusyCharacterHeadbands.htm

Sample Lessons

 Students create their own nursery rhyme book, sequence stories, put words in order: http://kindergartencce.wikispaces.com/Skills-Nursery+Rhymes

 Nursery rhyme collection and activities:

http://www.teachervision.fen.com/poetry/activity/5521.html  Hungry Caterpillar lessons and cut outs:

http://www.dltk-teach.com/books/hungrycaterpillar/sequencing.htm  Brown Bear, Brown Bear lessons and activities:

http://www.dltk-teach.com/books/brownbear/index.htm

 Pattern lessons and activities: http://teachers.net/lessons/posts/2031.html  Goodnight Moon lesson that connects to night time routines:

http://www.hubbardscupboard.org/goodnight_moon.html

Additional Resources

 A complete resource of nursery rhymes with printable word wall vocabulary, lyrics, traceables, and crafts: http://www.dltk-teach.com/rhymes/index.htm

 Board games you can print and have students color in patterns under second board game: “Various Word Games” http://www.kellyskindergarten.com/Games/GamestoMake/games_to_make.htm  Class activities with games from Around the World:

http://www.scholastic.com/teachers/article/games-around-world

Unit K.3: Let’s Play

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Adapted from Understanding by Design by Grant Wiggins and Jay McTighe

 “Hopscotch, Hangman, Hot Potato, & Ha Ha Ha: A Rulebook of Children’s Games” by Jack Macguire

Literature Connections

Nursery Rhymes and Games

 Diez Deditos and Other Play Rhymes and Action Songs from Latin America (Bilingual) by Jose-Luis Orozco

 Pio Peep! Traditional Spanish Nursery Rhymes (Bilingual) by Alma Flor Ada

 Playtime Rhymes (Photographic step-by-step actions for hand motions) By Shona Mckellar  The Random House Book of Mother Goose: A Treasury of 386 Timeless Nursery Rhymes by Arnold

Lobel

 Going on a Bear Hunt http://www.timmyabell.com/music/lyrics/ol/bearhunt.htm

Pattern Books

 Brown Bear, Brown Bear What Do You See? by L. Martin and E. Carle  The Very Busy Spider by Eric Carle

 The Hungry Little Caterpillar by Eric Carle

 There Was an Old Lady Who Swallowed a Fly by Simms Taback  The Twelve Days of Kindergarten by Deborah Lee Rose

 Goodnight Moon by Margaret Wise Brown

Books on Healthy Routines at Home and School  Brush! Brush! Brush! by Alicia Padron

 Mealtime by Elizabeth Verdick  Sharing time by Elizabeth Verdick

Unit K.4: Let’s Rhyme and Sing

English as a Second Language

5 weeks

June 2012 29

Stage 1 - Desired Results

Unit Summary

In this unit, students will use songs and nursery rhymes as a way of discovering alliteration, syllables, and rhyming to find initial consonants and to learn the alphabet.

Transfer goal: By the end of the unit, students will be able to identify letters in the alphabet and initial consonant sounds to be able to match sounds into words in order to develop literacy skills in English.

Content Standards and Learning Expectations

Listening and Speaking

L/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement.

Reading

R.K.2 Uses basic aural phonemic awareness strategies to manipulate sounds. Writing

W.K.1 Identifies and traces the letters of the alphabet using linear and curved strokes; recognizes uppercase and lowercase letters.

W.K.2 Writes the letters that represent first name.

W.K.3 Forms the letters of the alphabet using a variety of manipulatives, identifies the initial consonant in words or pictures by tracing and circling, and attempts to write the letters using print techniques

.

Big Ideas/Enduring Understandings:

 We bring knowledge gained from family and life experiences that teaches us to connect with community and grow as learners.  When I listen to understand, I can build a

better relationship with others.

 Singing helps us learn new words in a fun way.  Songs use rhyming and rhythm to make it

memorable.

 Reading allows us to grow as humans by developing our ability to use language to think and express ourselves.

Essential Questions:

 What knowledge do I bring to school?  How can I use words to improve our

relationship with others?  Why read?

 Why sing?

 What makes a good song?

Content (Students will know…)

 Letters of the Alphabet

 Nursery Rhymes and Songs in English  Words are made up of letters and can have

more than one syllable  Print techniques

Skills (Students will be able to…)

 Listen and respond to basic commands and instructions.

Unit K.4: Let’s Rhyme and Sing

English as a Second Language

5 weeks

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Content Vocabulary

 Sentence starters to describe words and sounds: ( ___ rhymes with ____, I hear _____, ____ starts with _____)

 Song, sing

 Words, letter, sound, beat  Rhyme, rhythm

 Syllable  Read, write

variety of manipulatives.

 Identify the initial consonant in words or pictures by tracing and circling.

 Write letters that represent first name.

Stage 2 - Assessment Evidence

Performance Tasks

Class Alphabet Scrapbook

 Have students create an alphabet scrapbook for the class by having students create scrapbook page for each letter of the

alphabet. Students can select what letters they want to do (a letter from their name, for example).

 You can differentiate performance task by student’s level of English. The book can vary from one word (K is for Kite) to creating a sentence with various words that begin with the letter (I see kittens in the kennel).

 On the page of the scrapbook, the student will have words and pictures of things that begin with the letter. He/she can draw, find photos from newspapers and magazines, and find examples of words from the word wall and the individual word list.

 Make sure the page includes both the lowercase and uppercase forms of the letter. The student can cut out examples from newspapers and magazines of the letter, as well as trace it and write it.

Perform a Nursery Rhyme

 Have students perform a nursery rhyme with movements, costumes, and props. Students can perform the nursery rhyme to music while singing along.

 After the performance, the students share

Other Evidence

 Continue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 – Oral Assessment for Vocabulary Acquisition).

 Picture Word Sort with Initial Consonants: Select three consonants that you will use to create a word sort with pictures of words from the nursery rhymes learned during the unit. Observe how the student can identify initial consonant sounds based on the picture and place it under the correct consonant (see attachment: K.4 Other Evidence – Picture Sort).

 Alphabet Floor Game: Write out letters on note cards and lay them out randomly on the floor. Say a letter of the alphabet and have the student step on that letter. You can

differentiate by having only uppercase or lowercase or mix it depending on the level of the student.

 Conduct observations (see attachment: K.1 Other Evidence – Checklists for Literacy) and note the oral and writing development of each student during classroom activities.

 Phonemic Awareness in Rhyming Assessment: (see attachment: K.4 Other Evidence – Recognizing Rhyme Assessment).  Continue observation of student’s signature

Unit K.4: Let’s Rhyme and Sing

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with the audience four words that begin with different letters (e.g. Teapot starts with T, Spout and Short start with S, Handle starts with H) and/or have students highlight or underline the rhymes on a copy of the nursery rhyme or point it out on a poster.

student’s writing and refer to attachment Resource 4 – Developmental Stages of Writing.

Stage 3 - Learning Plan

Learning Activities

Aural Phonemic Awareness

 Ask “Why do we sing?” Play your own favorite song and talk about how that song makes you feel and why you like the song (do you connect with it? Does it make you feel a certain way? Does it make you remember a time in your life?). Have students discuss how music makes them feel. Have them bring in songs they enjoy and have them share why they like the song. Include this vocabulary in their individual word list. Have them say “I like this song because ________.”

 Have students share songs (lullabies, nursery rhymes, etc) they have learned from their family members. If any family can come in to teach songs, it would be great to reinforce the essential question, “What knowledge do we bring to school?”

 Have students create a drawing or painting about “music makes me feel” or “why I love music” as they listen to music they bring in from home.

 Have students find sounds in songs in Spanish. This will help the students’ transition to recognizing phonemic sounds in English. Ask, “What makes a good song?” Is it the rhythm? Instruments? Lyrics? Have students create their own musical instrument (rain stick, shekere, cajon) to find the beat of their favorite songs to aid in finding syllables to identify phonemes (see lesson plan link below). If there is a local instrument maker, invite him/her to share his/her craft and give a demonstration.  Use nursery rhymes and songs as the basis to discover aural phonemic awareness. Read aloud

books that are/have songs (e.g. “Wheels on the Bus” by Raffi, Nursery Rhyme videos and songs to find words that have common sounds (through rhymes to find the end sound and alliteration to find initial consonants). Use these links as a teacher resource to familiarize yourself with the rhythm and lyrics of nursery rhymes:

o I’m a Little Tea Pot http://youtu.be/e69-GO4bYLM

o Row Row Row Your Boat http://youtu.be/-5RKxqeKL5Q

o The Wheels on the Bus http://youtu.be/veYcwaNmRmM

o Twinkle Twinkle Little Star http://youtu.be/yCjJyiqpAuU

o One, Two, Buckle My Shoe http://youtu.be/OJUi2IP1ElA

o Where is Thumbkin? http://youtu.be/WLR98iCcYOI

 Create posters of songs on chart paper so as the students sing; you can follow along with a tracker to have students understand how words are separated. If there is a word with two syllables, talk about how the two sounds can make one word.

Unit K.4: Let’s Rhyme and Sing

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 Students can use their musical instruments to find the rhythm and locate sounds. For each song you teach, create words for the world wall with pictures of the item (resource:

http://www.dltk-teach.com/rhymes/index.htm). Initial Consonant sounds

 Ask students, “why read?” Have students discuss how reading helps us in life (signs, directions, recipes, entertainment). Share why you love reading and discuss how what we hear can be written down into words

 Model how to handle a book, how to carefully turn the pages, how the words read from left to right. Use your finger to trace under words you are reading to reinforce this concept. Have students with partners role-play being a teacher and student and take turns reading aloud a book that is already familiar to them. See tips:

http://www2.ed.gov/pubs/CompactforReading/pdf/kinder/k02.pdf

 Use the names of the students to introduce initial consonant letters. Create name tile cards so students can practice tracing and matching letters to their name (connects to the importance of our name from text in Unit K.2, Chrysanthemum) http://www.teachingheart.net/kevinideasc.html  Use the names of the students to create word sorts: find same initial letters, sort by boys and girls  Use word wall to develop a collection of words for each initial letter of the alphabet. Begin with the

students names, then add words from nursery rhymes and songs (e.g. Spider, teapot, London, bridge) http://www.sasked.gov.sk.ca/docs/ela/e_literacy/supporting.html#word

 Read aloud Dr. Seuss’ Alphabet Book to show examples of alliteration and beginning sounds.  Create pictures of the words the students already know to do picture word sorts with the initial

word sounds (see attachment: K.4 Other Evidence – Picture Sorts). Model the concept of picture sorts using shapes that are familiar to them http://www.carlscorner.us.com/Sorts/Shapes.pdf Connect this activity to a read aloud of My Very First Book of Shapes by Eric Carle.

 With the school vocabulary learned, have students sort the pictures using only the initial consonant http://www.carlscorner.us.com/Sorts/School%20Nouns%20Concentration%20Game.pdf

Manipulatives for Alphabet Awareness

 Read aloud, Chicka Chicka Boom Boom about letters climbing up the coconut tree. As a story it is a song, so have students sing along http://youtu.be/4QdN-HYp46c

 Create a Coconut tree and have students move magnetic letters up and down the tree according to the song http://dltk-teach.com/books/chicka/

 Out of clay have students roll out snakes and form their names using the snakes. This can be a precursor for working in partners to put the alphabet in order on a snake to create a mobile: www.kizclub.com/craft/alphabetsnake1.pdf

 Use the students’ names to create cheers for the name of the day: (Teacher: “Give me an A!” Students: “A!” “Give me an N” “N!” “Give me an A!” “A!” “What does that spell?” “ANA!”

Attempt to write using print techniques