East newark public schools
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Title Author Buenas noches, luna (Good Night Moon) Margaret Wise Brown El Conejito Andarín (The Runaway Bunny) Margaret Wise Brown El Gran Granero Rojo (The Big Red Barn) Margaret Wise Brown La Oruga Muy Hambrienta (The Very Hungry Caterpillar) Eric Carle De la Cabeza a Los Pies (From Head to Toe) Eric Carle Tren de Carga (Freight Train) Donald Crews Perro Grande... Perro Pequeno (Big Dog... Little Dog) P.D. Eastman El canto de las Palomas (Calling the Doves) Juan Filipe Herrera ¿Me Quieres, Mamá? (Mama, Do You Love Me?) Barbara M. Joosse Almuerzo con Ponche (A Lunch with Punch) Jo S. Kittinger Oso Pardo, Oso Pardo, ¿Qué Ves Ahí? (Brown Bear, Brown Bear, What Do You See?) Bill Martin Jr. Oso polar, oso polar, ¿qué es ese ruido? (Polar Bear, Polar Bear, What Do You Hear?) Bill Martin Jr. Kathy lo hizo (Katie Did It) Becky Bring McDaniel Bessey la desordenada pasa una noche de cumpleanos (Messy Bessey and the Birthday Overnight) Patricia C. McKissack, Fredrick McKissack ¡Detenlo a ese gato! (Stop That Cat!) Cari Meister Osos, osos por todas partes (Bears, Bears, Everywhere) Rita Milios Muchas veces yo (So Many Me’s) Barbara J. Neasi Si llevas un ratón a la escuela (If You Take a Mouse to School) Laura Numeroff De Colores and Other Latin-American Folk Songs for Children José-Luis Orozco Diez Deditos/Ten Little Fingers & Other Play Rhymes José-Luis Orozco Un Beso en Mi Mano (The Kissing Hand) Audrey Penn El cuento de Pedrito Conejo (The Story of Peter Rabbit) Beatrix Potter Tortillas and Lullabies/Tortillas y cancioncitas Lynn Reiser Huevos Verdes con Jamón (Green Eggs and Ham) and others by this author Dr. Seuss Doctor de Soto (Edicion En Espanol) William Steig Senor Felipe’s Alphabet Adventure: El alfabeto espanol Sharon Hawkins Vargo Alexander y el Dia Terrible, Horrible, Espantoso, Horroroso (Alexander and the Terrible….) Judith Viorst 12 Recommended Children’s Literature List: Recent Books Title Author A Pocket Full of Kisses Audrey Penn, Barbara Leonard Gibson A-Tisket, A-Tasket Ella Fitzgerald Alphabet Mystery Audrey Wood And Here’s To You David Elliott Bear Wants More Karma Wilson Black All Around Patricia Hubbell Boom Chicka Rock John Archambault Dance Bill T. Jones, Susan Kuklin Diary of a Worm Doreen Cronin Don’t Let the Pigeon Drive the Bus Mo Willems Drat That Fat Cat Pat Thomas Epossumondas Colleen Salley Four Friends Together Sue Heap Giraffes Can’t Dance Giles Andreae, Guy Parker-Rees Go Track a Yak! Tony Johnston Hey, Little Ant Phillip Hoose, Hannah Hoose Just Enough and Not Too Much Kaethe Zemach Little Quack Lauren Thompson Lunchtime for a Purple Snake Harriet Ziefert Mary Smith Andrea U’Ren Moo Who? Margie Palatini Mr. Seahorse Eric Carle Mrs. Chicken and the Hungry Crocodile Won-Ldy Paye, Margaret H. Lippert Mrs. Mooley Jack Kent My Lucky Day Keiko Kasza Paper Parade Sarah Weeks Pepito The Brave Scott Beck Roller Coaster Marla Frazee Stand Tall Molly Lou Mellon Patty Lovell The Dot Peter H. Reynolds The Other Side Jacqueline Woodson 13 The Pigeon Finds a Hot Dog Mo Willems The Tiger Who Came To Tea Judith Kerr Wild About Books Judy Sierra NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 2 UNIT NAME: # STUDENT LEARNING OBJECTIVES CORRESPONDING CCSS/NJCCCS 1 With prompting and support ask questions about key details in literature and informational text. RL.K.1; RI.K.1 2 Recognize common types of texts (e.g., storybooks, poems). RL.K.5 3 With prompting and support, describe connections between the illustration and text (e.g., what person or character, place, idea in the text the illustration shows). RL.K.7; RI.K.7 4 Follow words in the text from left to right. RF.K.1.a 5 Demonstrate understanding that print represents the spoken language. RF.K.1.b 6 Recognize that words are separated by spaces in print. RF.K.1.c 7 Produce 10 of the 21 primary letter sounds of the consonants. RF.K.3.a 8 Illustrate and write an informative/explanatory text on a chosen topic stating the name of the topic, using developmental spelling and child’s dictation. W.K.2 9 Illustrate and write the beginning, middle and end of an event using developmental spelling and child’s dictation, including a reaction to what happened. W.K.3 10 Engage in a five strand conversation asking questions and taking turns discussing kindergarten topics and texts. SL.K.1.a,b 11 Confirm understanding by asking and answering questions about key details presented. SL.K.2 12 Ask and answer questions in order to seek help or clarify concepts. SL.K.3 13 Name and describe familiar people, places, things or events and provide additional information when prompted with questions. SL.K.4 14 Add drawings to descriptions to provide additional detail. SL.K.5 15 Express thoughts, feelings and ideas to others clearly. SL.K.6 NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 2 UNIT NAME: 16 Express ideas in shared language activities using frequently occurring nouns (e.g., ball), plural nouns (e.g., balls, wishes), verbs (e.g., play) and prepositions (e.g., in). L.K.1.b,c,e 17 Sort common objects into categories (e.g., colors), with guidance and support. L.K.5.a 18 With guidance and support, demonstrate the understanding of shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out meanings. L.K.5.d 19 Use words and phrases acquired through reading, including read alouds. L.K.6 VOCABULARY character, setting, because, main, illustration, author, idea, next, beginning, middle, end NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 2 UNIT NAME: Code # Common Core State Standards RL.K.5 Recognize common types of texts (e.g., storybooks, poems). 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). 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). RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. 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. W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 2 UNIT NAME: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. RL.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.1 With prompting and support, ask and answer questions about key details in a text. SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. NJDOE MODEL CURRICULUM CONTENT AREA: English Language Arts GRADE: K UNIT #: 2 UNIT NAME: L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. ELA - Kindergarten - Unit 2 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Student Learning Objective (SLO) Language Objective Language Needed SLO: 1 CCSS: RL.K.1; RI.K.1 WIDA ELDS: 2 Reading Listening With prompting and support ask questions about key details in literature and informational text. Orally answer questions about key details in the text that was read aloud by using a story map. VU: Details, text LFC: Question words, verb phrases LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Answer “Yes/No” questions about the text with single words, phrases, or chunks of language in L1. Answer “WH-”questions about the text using simple phrases and simple sentences with general language related to topic or content areas. Answer questions in complete sentences with general and some specific language of topic or content area. Answer questions in detailed sentences using specific and some content-based language as well as complex structures related to the topic or content areas. Answer questions in detailed sentences using specific and content based language as well as complex structures related to the topic or content areas. Use a variety of sentence lengths and types. Learning Supports Story map Pictures Gestures Word/picture wall L1 support Story map Pictures Sentence frames Word/picture wall L1 support Story map Pictures Word/picture wall Story map ELA - Kindergarten - Unit 2 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Student Learning Objective (SLO) Language Objective Language Needed SLO: 2 CCSS: RL.K.5 WIDA ELDS: 2 Reading Listening Recognize common types of texts. (e.g., storybooks, poems). Identify different types of texts by sorting texts according to oral descriptions using visuals, texts and teacher tone of voice and rhythm (prosody). VU: Text, story, poem LFC: Commands LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Identify different types of texts after listening to oral descriptions in L1 and/or oral descriptions using single words. Identify different types of texts after listening to oral descriptions in L1 and/or oral descriptions using short phrases. Identify different types of texts after listening to simple oral descriptions. Identify different types of texts after listening to oral descriptions consisting of complete sentences. Identify different types of texts after listening to detailed oral descriptions. Learning Supports Pictures L1 text L1 support Pictures L1 text L1 support Pictures Pictures ELA - Kindergarten - Unit 2 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Student Learning Objective (SLO) Language Objective Language Needed SLO: 3 CCSS: RL.K.7 RI.K.7 WIDA ELDS: 2 Reading Speaking With prompting and support, describe connections between the illustration and text (e.g., what person or character, place, idea in the text the illustration shows). Describe connections between the picture and text by describing what the illustration shows. VU: Connection, text, illustration LFC: Nouns, pronouns, adjectives LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Describe connections between the illustration and text in L1 and/or single words. Describe connections between the illustration and text in L1 and/or phrase and short sentences that represent ideas using formulaic sentence patterns and general, content-based vocabulary. Describe connections between the illustration and text using simple sentences. Describe connections between the illustration and text using expanded and some complex sentences. Describe connections between the illustration and text using multiple, complex sentences. Learning Supports L1 support Pictures Word wall Word bank Sentence frames Props L1 support Pictures Word wall Word bank Sentence frames Word wall Word bank Sentence frames Sentence frames ELA - Kindergarten - Unit 2 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Student Learning Objective (SLO) Language Objective Language Needed SLO: 4 CCSS: RF.K.1a WIDA ELDS: 2 Reading Listening Follow words in the text from left to right. Follow oral directions of how to track words from left to right with a reading tracker. VU: Track, left, right LFC: Commands LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Follow oral directions of how to track words from left to right in L1 and/or using key, single words or phrases. Follow oral directions of how to track words from left to right in L1 and/or using phrases. Follow oral directions of how to track words from left to right using simple sentences. Follow oral directions of how to track words from left to right using some complex sentences. Follow oral directions of how to track words from left to right using multiple, complex sentences. Learning Supports L1 support Teacher support Reading tracker Leveled text L1 support Teacher support Reading tracker Leveled text Teacher support Reading tracker Leveled text Reading tracker Leveled text Leveled text ELA - Kindergarten - Unit 2 - ELL Scaffold Review Unit assessment for suggested texts, vocabulary, and skills which will be evaluated this unit. In all instances, activate and/or build background knowledge, key vocabulary and critical language structures connected to the actual tasks, activities and texts that students will need to be successful and emphasize these points throughout the lessons. In addition, ELLs may need additional processing time when responding to questions. It is important for ELLs to have an opportunity to practice the academic language before answering before the whole group, so Turn and Talk, Think/Pair/Share and small group activities are effective strategies that build academic language. Download 5.31 Kb. Do'stlaringiz bilan baham: 
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