Revision Date

March 3, 2015

Department of Curriculum & Academics Kindergarten Unit

K-12 Movimiento

Time Frame

4/27-5-15 (3 weeks) SLA: Algunos poemas riman y otro no. Matemáticas: Los ingresos se ganan a través de trabajos y regalos y pueden ser utilizado para obtener necesidades y lujos.

Big Ideas

Ciencias: Tu puedes describir un lugar y movimiento de un objeto. Ciencias Sociales: Características geográficas de nuestro lugar tiene impacto en el movimiento. SLA: ¿Cuál es la estructura de un poema?

Essential Questions

Matemáticas: ¿Cómo obtenemos nuestras necesidades y deseos? Ciencias: ¿Cómo puedo describir el movimiento y ubicación de un objeto? Ciencias Sociales: ¿Cómo mi ubicación geográfica tiene un impacto en mi movimiento SLA: Poesía, escribir poemas, lenguaje sensorial, manipulación fonémica, dictado de oraciones, lectura con fluidez.

Skills

Matemáticas: Identificar formas para obtener un salario, difeneciar entre ganancias I obsequios, hacer una lista de habilidades para obtener un empleo, distinguir entre necesidades y deseos, identificar ganancias para obtener necesidades y deseos.

Priority Standards

Integrated TEKS

X

X

X

X

X

X

TEKS / Student Expectations

Verbs Monitor

Concepts Comprehension

SLA.K.RC.F (en espiral) (Fig.19) Hacer conexiones de experiencias personales con ideas the textos con la comunidad en general y discutir las evidencias del texto.

Adjust

SLA.K.13A (en espiral) Planear un primer borrador para desarrollar un texto a través de discuciones en la clase

Plan

First drafts

Generate

Ideas

(SLA.K.13B (en espiral) Desarrollar borradores siguiendo la secuencia de eventos o los detalles de un cuento.

Sequence

Actions in stories

(SLA.K.13C (en espiral) Revisar borradores agregando detalles u oraciones (on supervision de un adulto)

Revise

SLA.K.13D (en espiral) Corregir borradores dejando espacios entre las letras y palabras.

Edit

SLA.K.14B

Write

Details in stories Adding details Adding sentences Spaces between letters Spaces between words Poems

Escribir poemas breves.

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Priority Standards

Integrated TEKS

TEKS / Student Expectations

Verbs

Concepts

Matemáticas en espiral) Matemáticas K.2B

Read

Whole numbers from 0 to at least 20 with objects

Leer, escribir y representar números enteros del cero hasta por lo menos el 20 con y sin objetos

Write

Whole numbers from 0 to at least 20 with objects

Represent

Whole numbers from 0 to at least 20 with objects

Read

Whole numbers from 0 to at least 20 without objects

Write

Whole numbers from 0 to at least 20 without objects

Represent

Whole numbers from 0 to at least 20 without objects

Comparar oralmente dos números hasta 20 representados en números.

Use

Comparative language to describe two numbers up to 20 presented as written numerals

(Spiraled) Matemáticas K.2I

Compose

Numbers to 10 with objects

Componer y descomponer numerous hasta 10 con objetos e imágenes.

Compose

Numbers to 10 with pictures

Decompose

Numbers to 10 with objects

Decompose

Numbers to 10 with pictures

Solve

Word problems using objects to find sums up to 10

Solve

Word problems using drawings to find sums up to 10

Solve

Word problems using objects to find differences within 10

Solve

Word problems using drawings to find differences within 10

en espiral) Matemáticas K.2H

X

(en espiral) Matemáticas K.3B Resolver problemas matemáticos usando objetos y dibujos drawings hasta 10 para encontrar la suma o la diferencia.

U.S coins by name including pennies,

(Spiraled) Math K.4 Identify U.S coins by name, including pennies, nickels, dimes, and quarters.

Identify

nickels, dimes, and quarters

(en espiral) Matemáticas K.5

Recite

Numbers up to a least 100 by ones and tens beginning with any given number

Identify

Ways to earn income

Recitar los numerous hasta 100 de uno en uno y de diez en diez a partir de cualquier número Matemáticas K.9A Identificar formas de ganar dinero

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Priority Standards

Integrated TEKS

TEKS / Student Expectations

Verbs

Concepts

Matemáticas K.9B Differentiate

Between money received as income and money received as gifts

Haz una lista de habilidades sencillas que se requieren para obtener un empleo.

List

Simple skills required for jobs

Matemáticas K.9D

Distinguish

Between wants and needs

Distinguir entre deseos y necesidades e identificar Fuentes de entradas para satisfacer las necesidades y los deseos.

Identify

Income as a source to meet one’s wants and needs

Diferenciar entre dinero que se recibe como salario y dinero que se recibe como regalo. Matemáticas K.9C

x

Ciencias SCI.K.6C X

X

Observar y describir la ubicación de un objeto en relación a otro objeto tal como arriba, debajo, atrás, al frente a un lado.

Observe Describe

The location of an object in relation to another such as above, below, behind, in front of, and beside

SCI.K.6D X

X

Observvar y describir las diferentes maneras en que se mueve un objeto, tal como, zig zag, arriba y abajo, adelante y atrás, dando vueltas rápido y despaco.

Observe Describe

The ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow

Ciencias Sociales Terms to describe relative location, including:      

(en espiral) SS.K.4A

X

Uso de terminos, incluyendo encima, debajor, cerca, lejos, lizquierda, y derecha right, para describir describir una relative ubicación.

(en espiral)SS.K.4B

X

Localizar lugares en la escuela y describir su ubicación.

Use

Locate

Places on the school campus

Describe

Their relative locations

(en espiralSS.K.4C

X

Identificar herramientas que se utilizan para determinar una ubicación, incluyendo mapas y globos.

over under near far left right

Tools that aid in determining location, including:  

Identify

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maps globes

ELPS

Language Objectives

3C Speak using a variety of grammatical structures.

Students can think aloud to their partner or group and describe characteristics of a poem or a drama.

1F use accessible language and learn new and essential language in the process



The characteristics that make this text a poem/drama are…

3H narrate, describe, and explain with increasing specificity and detail as more English is acquired We will describe the location of objects using the words above, below, behind, in front of, and besides. 2I demonstrate listening comprehension of increasingly complex spoken English by following directions.

*The_______is __________ the__________. (The ball is besides the chair)

(When playing ‘Simon Says’ you can informally asses your ELLs listening comprehension of new vocabulary)

We will describe the way an object moves using the words (specify the words they will use i.e up/down)

*5B write using newly acquired basic vocabulary and content-based grade-level vocabulary 1H: Expand knowledge of learning strategies.

*The ___________ moves __________. (The ball moves up and down) * Model how to use sentence stems for writing. Beginning ELLs may simply copy the sentence stem or the sentence modeled by the teacher. Students will work on graphic organizers discussing ways to earn money (jobs, gifts, etc.) Students can talk about money they have received as gifts and how they spent or saved some.

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Content Integration Guide ELA Have students read and perform Ten Turtles in a Bed (Interactive Read Aloud page 207). Engage in discussions about the movements including rolling over, spinning, and crawling away. You may want to include information regarding how to crawl away including a straight line or zigzag.

Math When discussing job skills, students should recognize the ability to know and move about locations. For example, a firefighter needs to know how to read a map and follow directions. A line leader needs to know how to move about the school.

SS Locate places on the school campus and describe their relative locations Use terms, including over, under, near, far, left, and right, above, below, behind, in front of, and beside to describe relative location

Read and act out the Teddy Bear, Teddy Bear jump rope poem

For example:

Read Poems that include sensory language and movement. Discuss the importance of sensory language and that students should stop when they notice sensory language to think about why the author included the sensory language in the poem. (Fig 19C)

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*Quality Learning Tool: Multi-Voting Have students brainstorm describing different paths to the cafeteria, gym, playground, etc. Then students could vote on the quickest path to those locations.

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Over – The mirror is over the sink Under – The pencil you dropped is under your desk Near – The library is near the trophy case Far – The Kindergarten room is far from the playground Left – The water fountain is left of the restroom Right – The closet is to the right of the bookshelf

Discuss the tools used to identify location such as the map of the school, map of the area the school is within, or a globe.

Science Using locations in the classroom, describe how to get from one location to the other. For example, a student might say “I will go under my desk and around my chair. I will go to the left side of the table and around the reading center. I will walk over the rug and end up at the window. Have students draw a map of their movement. Observe and describe the ways that objects can move around the campus. For example, a rolling chair can move round and round, a student can walk in a straight line down the hall, a swing moves back and forth, etc. Resources: 



STEMScopes K.6CD- Engage Acitvity: In this activity, students arrange themselves to demonstrate positional words such as next to, above, and behind STEMscopes K.6CD- ExploreStudents demonstrate and describe how objects move using shaving cream

Critical Writing How can you determine a text is a poem?

What skills would a line leader need to have?

Explain where to find an object using location vocabulary.

ELA Vocabulary 1) Determine which of the following words you will teach through incorporation in lesson frames. (Tier 1) 2) Determine which of the following words you will teach incidentally through exposure from videos or songs. (Tier 1)

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Describe how to move an object.

Health No specific health TEKS this unit but you may spiral any TEK you feel is appropriate.

3) Determine which of the following words you will teach through multiple oral exposures throughout the day. (Tier 1) 4) Determine which words you will teach directly. (Tier 2) Poem / poema Poetry / poesía Stanza / estrofa Sensory Language / lenguaje sensorial

ELA Instructional Strategies Writing Philosophy: For engaged learning, provide students opportunities to embed writing in the content areas through journals/notebook entries that include student-generated questions, reflections, predictions, and summaries in addition to lab write-ups and responses to question stems and prompts.

ELA Tier 1 (Classroom Instruction for All Students) Phonological Awareness

Phonics & Word Study

Fluency

Vocabulary

Comprehension

How We Teach It

How We Teach It

How We Teach It

How We Teach It

How We Teach It

 Develop foundational skills early: Letter- and sound-based knowledge, phonological awareness, and vocabulary  Provide substantial practice in decoding words  Ensure that less fluent readers receive instruction in the skills that are inhibiting fluent reading  Provide ample practice in reading connected text: o Phrase-cued reading, chunking o Repeated reading o Partner reading  Offer examples of fluent reading through read alouds and listening to books on tape while following along in the text  Provide corrective feedback  Keep fluency sessions brief

 Provide instruction in the meanings of words and in word learning strategies  Vocabulary is taught throughout the day in all content areas  Students engaged in discussions of words, their meanings, and usages, usually through read alouds  Multiple strategies are used to involve students in active exploration of words: tactile, kinesthetic, visual, role-play  Promote wide reading (reading a lot and reading different types of texts)  Teach tier 1 words through deliberate teacher use of word in the classroom throughout the day  Teach tier 2 using multiple exposures through direct instruction.  Teach tier 3 words by simple stating the word and providing a quick definition.

 Explicitly o Modeling o Think alouds  Supportively, with scaffolded practice and immediate, corrective feedback  Actively o Engaging students in thinking and talking about text o Employing graphic organizers to represent concepts and understanding  Explain, model, and teach comprehension strategies (e.g., predicting, comprehension monitoring, summarizing, question answering, question generation, graphic organizers)  Provide comprehension instruction before, during, and after the reading of narrative and expository texts  Promote thinking and extended discourse by asking questions and encouraging student questions and discussions

 Provide explicit and systematic instruction focusing on only one or two phonemic awareness skills, such as segmenting and blending  Begin with auditory phonemic activities and link sounds to letters as soon as possible  Use letters to manipulate phonemes and help students apply their knowledge of phonemic awareness when reading and writing  Monitor students’ progress to inform instruction

 Provide explicit, systematic phonics instruction that teaches a set of letter-sound relations  Provide explicit instruction in blending sounds to read words  Include practice in reading texts  Give substantial practice applying phonics as students read and write  Monitor students’ progress to inform instruction

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Print Awareness/Phonological Awareness:

Phonics/Spelling:

High frequency words:

Substitution

Fundations Unit 5 week 1, week 2, week 3

Where, has, my, as

Correct letter formation (handwriting) is a critical to beginning phonics lessons. Repetition is key. When choosing the activities from Fundations, think of the critical elements of a phonics lesson to guide your decisions.

Please remember that students should read and write all words taught thus far.

   

Review Teach new Decode and encode Apply to connected text

Phonemic Awareness:

Activity taken from the free, online TOBI resource. Please see link below.

Reading Selections Students read Shelly’s Shell Shop from Reading A-Z Students read any short vowel word family decodable from Reading A-Z

Comprehension Target Focus on building fluent decoding and teach kids to read a page and ask themselves if what they read made sense. If not, they should reread.

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Read Catch a Little Rhyme from the Interactive Read Aloud Anthology page 163-164

Make sure to discuss the setting and characters

Pick additional poems you would like to read with your class

Discuss the rhyme scheme if it is evident Use the academic vocabulary of line and stanza Compare and contrast a poem and a story in regard to story elements (character, setting, events, problem, solution) Students need to understand that some poems share a story Identify the sensory language used in the poem and discuss why the author used the particular sensory language (Fig 19C) You may consider creating a senses graphic organizer to record sensory language while reading (Fig 19C) It may be an appropriate time to discuss the mood that can be created by sensory language (Fig 19C) You may find an online poetry frame to be a useful resource for whole group modeling

Literacy Center Ideas:       

Listening center Read a decodable and respond to the text Sentence scrambles: Have decodable cut up sentences that students can arrange to make a sentence. Word trains: Students organize pictures so one sound has changed per spoken picture word Samples can be found on P-drive ELA (PK-2) Computer or ipad station Writing station in which students choose a prompt or picture to write about. Play (drama) practice

Fluency   

Practice for automaticity of letters and sounds (both in reading and writing) Practice reading and writing phrases using sight words and phonetic elements you have directly instructed. Practice reading and writing sentences using sight words and phonetic elements you have directly instructed.

Writing: Focus Trait: (Word Choice) Directly teach “sparkle” words that focus on sensory language or what we see, hear, touch, smell, taste, feel with our fingers, or feel with our emotions. The focus of this unit is poetry for both reading and writing. Writing Portfolios: The purpose of the writing portfolio is to demonstrate student proficiency and progress in all aspects of the writing process. Through teacher-led conferencing and assistance, students examine their own work, assess their writing needs, and set individualized writing goals. Through the reflection process, students recognize their abilities, areas for growth, and identify new goals as needed, and take ownership of learning. The sharing and saving of authentic work samples is an empowering experience for each student. The portfolio should be viewed as a long-range process of student learning and is used as a formative assessment that demonstrates growth over time. The differentiated instruction inherent in the portfolio process provides academic rigor for all students. The portfolio culture builds a stronger community of motivated writers who develop meaningful knowledge about their writing. 1) 2)

Students will write a draft during the first two weeks for teachers to develop a baseline of independent writing proficiency. One piece that has gone through the entire writing process for each grading period for a total of 4 pieces. For the first grading period, teachers may choose to have students take the piece drafted during the first two weeks through the writing process or may choose a different piece to go through the writing process for inclusion in the writing portfolio. End of year expectations:

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1) Alphabetize the writing portfolios for distribution to next year’s teachers.

ELA Critical Writing Component    

How can you tell a text is a poem? How is a poem different from a fiction or expository text? How are poems like fiction stories? How are poems different than fiction stories?

SPIRALED STANDARDS Beginning Reading Print Awareness K.1A Reconocer que las partes de una palabra se pueden representar de forma impresa.

K.1B identificar las letras mayúsculas y minúsculas

K.1D Reconocer la diferencia entre una letra yuna palabra impresa.

K.1E Reconocer que las oraciones son palabras separadas por espacios mostrando así sus límites boundaries bboundaries

K.1G Identificar las partes de un libro

K.1C Mostrar la correspondencia de 1:1 entre la palabra hablada y la palabra impresa en textos. K.1F Sostener un libro al derecho, cambiar la páginas y conocer los movimientos de arriba hacia abajo, derecha izquierda, left to right Izquierda.

Beginning Reading Phonological Awareness K.2A identificar una oración formada por un grupo de palabras.

K.2B identificar sílabas en palabras habladas

K.2C generar oralmente rimas cmo respuesta a algunas palabras mencionadas.

K.2D distinguir oralmente pares de palabras que riman de palabras que no riman.

K.2E reconocer aliteraciones en grupos de palabras que empiezan con el mismo sonido.

K.2F unir el principio y las rimas de palabras simples.

K.2G unir fonemas para formar palabras de una sola sílaba.

K.2H aislar el sonido inicial en palabras de una sola sílaba.

K.2i separar palabras de una sola sílaba en dos o tres fonemas.

Beginning Reading Phonics K.3A identificar los sonidos que representa cada letra

K.3B usar lel conocimiento letra-sonido para decodificar palabras en un texto. Independientemente del context. (VC, CVC, CCVC, CVCC)

K.3C reconocer que se crean nuevas palabras cuando se cambian, se aumentan y se eliiminan letras.

K.3D identificar y leer por lo menos 25 palabras frecuentes de una lista común ( palabras organizadas en losunit maps)

Vocabulary K.5A identificar y utilizar palabras de acción, dirección, posición, secuencia y localización.

K.5B recocer palabras compues que se forman de palabras cortas.

K.5C identificar y separar imágenes de objetos y separarlos en categorías conceptuales.

K.5D Utilizar un diccionario ilustrado para encontrar palabras. picture dictionary to find words

Literary Text Géneros: Poesía; Ficción; Cuentos de Hadas K.6A identificar elementos de un cuento incluyendo personajes, ambiente y eventos clave.

K.6B discutir la gran idea (tema) de un cuento conocido y hacer conexion con una experiencia personal.

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K.6C reconocer detalles sensoriales.

K.6D reconocer frases recurrentes y personajes de cuentos de hadas, cancines de cuna y otros cuentos tradicionales de varias culturas. K.8B describir los personajes de una hitoria y la razón de sus acciones.

K.7A responder al ritmo en una poesía e dentificar el compás y similitudes en los sonidos de las palabras.

K.8A volver a contar el evento principal de una historia.

Informational Text Géneros: Expositorio; libro de texto; Persuasivo; Procedural; Artíclulos K.10A identificar el tema y los detalles de un texto expositorio hacienda referencia a a palabras e ilustraciones.

K.10B revolver a contar datos importantes de un texto

K.10C discuscutir formas en que los autores juntan informacieón en un texto.

K.10D usar títulos e ilustraciones para hacer predicciones a cerca de un texto.

K.11A seguir direcciones por medio de ilustraciones.

K.11B identificar el significado específico de letreros.

K.12A identificar diferentes formas de medios de comunicación con ayuda de un adulto.

K.12B identificar técnicas de medios de comunicación con ayuda de un adulto.

ELA Tier 2 (Additional Support/ Not Different) For struggling students, use smaller groups to focus on comprehension, analysis, and /or application of content. 

Provide additional time in small or 1:1 group instruction



Use manipulatives to “show” the phonemes (sounds) in words



Review letters and sounds repeatedly throughout the day (no more than 5 target letter/sounds a day)

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Provide a word bank for writing



Scoop sentences for students to help them learn appropriate phrasing

Provide more opportunities to practice letter sound correspondences using decodable texts

ELA Tier 3 (Additional Support/ Not Different) For students that continue to struggle during Tier 1 and Tier 2 instruction, use small-group or 1-on-1 instruction based on teacher observation and /or classroom assessments. Look for direct skills to be targeted in order to apply the scientific content. 

Provide hand over hand support to write the letters.



Provide frequent distributed practice throughout the day

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If a student is not able to produce rhymes orally, help the student experience success by providing picture cues for students to name. Then build the words with picture tiles, point to the rime part and articulate the rime.



Continue to use the alphabet arc



Have children use stick and curved pieces to build letters to practice letter names and sounds.

Differentiation for Special Needs Students Note: Suggested activities below do not replace specific IEP/504 plan requirements Phonics:  

provide tactile experience with letters (i.e. build and/or trace letters using sandpaper, sensory tray, putty) Clothespin spelling – Write alphabet on clothespins with one letter per clothespin. Place clothespins in order on a thin board with empty space after the clothespins for spelling. Students move

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letters to empty portion as spelling. Reading:    

use buddy reading review/practice rhyming use reading phone iPad app – abitalk phonic vowels to review short vs. long vowel

Writing:      

provide tactile experience spelling words (i.e. wikki sticks, play dough, sandpaper, carpet) modified paper (https://www.do2learn.com) provide visual prompt of letters and words provide visual examples (pictures) of words being spelled with boxes for each letter kinesthetic spelling (i.e. spell while doing jumping jacks, skywriting, etc. iPad app – bookabi (students can create story using visuals and record own story)

Depth & Complexity for Enrichment Have students listen to various poems and discuss their favorite lines. The link below will take you to a resource of ideas and poems that you can use to encourage student creativity and critical thinking. Be sure to evaluate the poems and choose appropriately based on student level and interest. Students then choose their favorite to add another line to. Have students perform their lines practicing reading with inflection and voice. http://edsitement.neh.gov/lesson-plan/all-together-now-collaborations-poetry-writing#sect-introduction

ELA Sample Assessment Items The following sample questions are one of many ways to assess the TEKS student expectation. K.7 How can you determine a text is a poem? K.7 Which two words rhyme? K.7/Fig.19D What can you tell about _____(character) in this poem? K.7/Fig.19D How does the speaker feel in this poem? K.3B,B Ensure that students can read and write sentences. (Where is my dog? Where did he put my bag? It is as big as a rock. You can sit on the shag rug. He has a lot of pets.)

ELA Resources The suggested resources are one of many ways to address the TEKS student expectation. *The suggested resources are one of many ways to address the TEKS student expectation. The writing fix has ideas for mentor texts http://www.writingfix.com/picture_book_prompts.htm Information on the 6 traits can be found at http://educationnorthwest.org/resource/503 http://www.lplearningcenter.org/wp-content/uploads/2012/01/readingresourceguide.tobi_.pdf http://ettcweb.lr.k12.nj.us/forms/newpoem.htm (on line poetry frames) http://www.waunakee.k12.wi.us/faculty/lcarothers/EffectiveWriting/Descriptive/Sensory%20Words.pdf

Math Vocabulary 1) Determine which of the following words you will teach through incorporation in lesson frames. 2) Determine which of the following words you will teach incidentally through exposure from videos or songs. 3) Determine which of the following words you will teach through multiple oral exposures throughout the day.

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Earn / ganar

Want / deseo

Gift / regalo

Income / salario

Job / tabajo

Need / necesidad

Skill / habilidad

Math Instructional Strategies Writing Philosophy: For engaged learning, provide students opportunities to embed writing in the content areas through journals/notebook entries that include student-generated questions, reflections, predictions, and summaries in addition to lab write-ups and responses to question stems and prompts.

Tier 1 (Classroom instruction for all students) Students learned in the previous unit the names coins. In this unit, they will develop an understanding of how money relates to the real world. Needs vs. Wants In Kindergarten, students are expected to distinguish between needs and wants. Needs are necessary for a person to live (air, food, water, shelter, and clothing). Wants are not necessary for life, but are things people wish to have and often, can be useful. Create an anchor chart (or T-chart) of needs and wants. Leave posted in the room and continue to add to it as the unit continues.

Provide students with a set of pictures or magazines to cut from and have them sort the pictures between needs and wants. Sample pictures can be found in: Math Public Drive_Elementary_Curriculum Resources_Kindergarten

Read a story about pets. Discuss with students if they have a dog or know someone who does. Discuss caring for pets and how pets depend on their owners for goods and services to keep them healthy and happy. Brainstorm with students a list of items they would need (food, water, shelter, etc.) and items they would want for their pet (food, water, treats, bed, shelter, leash, etc.) and record on a paper. When complete, students share and compare and discuss needs and wants. Be sure to discuss the wants list and whether or not students think they will be able to buy all the wants on their list.

Give each student a picture of a need or a want. The ask students to go to one side of the room if they have a picture of a need and the other side of the room if they have a picture of a want. Allow students time to discuss their need or want with others on the same side of the room as them. Earning Income Students need to understand that people earn money by working and that money is used to pay for things (needs and wants). Students should understand that money can be earned in different ways. Usually income is earned from a job, but can also be earned from making and selling things. Facilitate a discussion with students to see if any of your students get an allowance at home. Do the students have to do chores to earn their allowance? What are other ways students can earn money? Then guide the discussion to adults and how they earn income. Some students may point out that people give them money. Students should distinguish between money that is earned as income and money that is a gift. Students may have received money as a gift for their birthday or as a Christmas present. Discuss with students how earned income and gifted monies are different. Additionally, students should discuss what they spend their income on (needs and wants). Give students an example of someone (veterinarian) and ask them how they earn money? People pay for the vet’s services to treat their animals. Vets can also earn income by selling food and treats for cats and dogs.

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Job Skills Students should understand that people earn income from having jobs. In order to get a job, students must have some basic skills. Each job may have a different set of skills. Identify jobs needed in the classroom (line leader, attendance helper, paper passer, door holder, etc.). Ask students what skills they need in order to be able to do those jobs. Skills might include knowing the building and how to get from the classroom to the cafeteria, knowing all students names, knowing how to read, etc. Create an anchor chart of different types of jobs and the different skills needed for those jobs. Choose a job to write about using this template. Select a classroom job and identify the skills needed to be able to do that job.

Literature Connections A Chair for my Mother by Vera Williams But I Waaaaaaaaaaaaant It! by Laura Schlesinger The Berenstain Bears Get the Gimmies by Stan and Jan Berenstain The Market Lady by Pete Watson The Mango Tree by Pete Watson Bear Wants More, by Karma Wilson Arthur’s TV Trouble by Marc Brown

Critical Writing Component Have students write about a job and the skills needed for that job then illustrate (see template above). Tell about a time when you wanted something and tell about a time when you needed something. Tell about a time you received money as a gift and about a time you received money earned. Complete a tree map of needs and wants using pictures. When students struggle, ask “Would I die without this?”.

Tier 2 (Additional Support/ Not Different) For struggling students, use smaller groups to focus on comprehension, analysis, and /or application of content. Provide students with sentence stems, such as “__________ is a need because I must have it in order to live. “_________is a want because I don’t need it to live.” Give students a specific job title, such as nurse. Then provide them with a job skill and ask them if a nurse would need to be able to do that in order to do her job. Skills could include: read, write, ride a horse, use a shovel, do math, communicate, fix a car, change a tire, etc. Then ask them to tell you a skill that a nurse would need. Provide scenarios (or read a book) for students to determine if the money exchanged is earned income or a gift.

Tier 3 (Additional Support/ Not Different) For students that continue to struggle during Tier 1 and Tier 2 instruction, use small-group or 1-on-1 instruction based on teacher observation and /or classroom assessments. Look for direct skills to be targeted in order to apply the math content. Work with students to identify different ways to earn income using magazines or newspapers. Have students cut pictures of people doing things to earn income and write a sentence describing their jobs. Have students identify how their parents work to provide food, shelter, and clothing.

Differentiation for Special Needs Students

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Note: Suggested activities below do not replace specific IEP/504 plan requirements Give students objects to sort as wants/needs.

Math Sample Assessment Items The following sample questions are one of many ways to assess the TEKS student expectation. Assess students ability through quick tasks: “Identify two needs a human has.” (TEKS K.9D) “Identify two needs a pet would have.” (TEKS K.9D) “Tell me at least 5 skills needed to be a teacher.” (TEKS K.9C) “Tell me at least 5 skills needed to be a professional athlete.” (TEKS K.9C) “Give me an example of money earned as a gift. Is there a time you have earned money as a gift?” (TEKS K.9B) Use pictures and have students sort them into needs and wants columns. (TEKS K.9D) “How can you earn income?” (TEKS K.9A)

Math Resources The suggested resources are one of many ways to address the TEKS student expectation. Envision Topic 16 *Note: Envision Topic 16 includes skills above Kindergarten expectations (counting coins). These activities are appropriate for students who have already demonstrated mastery of identifying coins. Web Resources (for teachers): Finance in the Classroom - Kindergarten Brain Pop Jr. Lesson Plan Needs and Wants Web Resources (for students): Brain Pop Jr. Needs and Wants Game Needs vs Wants Video Lesson

Science Vocabulary 1) Determine which of the following words you will teach through incorporation in lesson frames. 2) Determine which of the following words you will teach incidentally through exposure from videos or songs. 3) Determine which of the following words you will teach through multiple oral exposures throughout the day. Behind / detrás

Zigzag / zig zag

Round and Round / vueltas

In Front Of / delante de

Up / arriba

Fast / rápido

Beside / de lado

Down / abajo

Slow / despacio

Straight Line / línea derecha

Back and Forth / enfrente y atrás

Science Instructional Strategies Writing Philosophy: For engaged learning, provide students opportunities to embed writing in the content areas through journals/notebook entries that include student-generated questions, reflections, predictions, and summaries in addition to lab write-ups and responses to question stems and prompts.

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Science Tier 1 (Classroom Instruction for All Students) Science *Scientific Investigation and Reasoning Skills (Process skills) must be integrated with scientific content. Lab and field investigations will be conducted at least 80% of the instructional time. SCI.K.6C Observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside. Learning Tips

Use a counting bear and a shoebox. Put the bear above the box and tell the students the bear is above the box. Now, I am putting the bear behind the box. You cannot see the bear now.

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Play ‘Simon Says’ using the location terms. Simon says, put your hands below your chin. Simon says, put your hand in front of your face.

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Have student partners select a place in the classroom to sit down. Now they have to describe the location of 5-10 objects of their choice relative to their location in the classroom and discuss with a partner. Examples: The pencil sharpener is behind us/me. The chalkboard is in front of me. The ceiling is above us. The desk is beside me.

SCI.K.6D Observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. 

Observe and describe the ways that objects can move around the campus. For example, a rolling chair can move round and round, a student can walk in a straight line down the hall, a swing moves back and forth, etc.

Learning Tips: 

Go to the FOSSweb- Balance and Motion- Roller Coasters, http://www.fossweb.com/modulesK-2/BalanceandMotion/index.html. On the homepage, on the left hand side of the screen, click ‘Roller Coasters.’ The class will be able to build a roller coaster using different pieces to create a unique track. Have the students use location words when you are building the track. Once the track has been built, you will be able to see a ball go down the track. Depending on how the track is built the ball might be able to go down without a problem, or there might be a glitch in the track. If there is a glitch, reset and build a new track until the class is able to build a successful track. Have the students describe how the ball moved throughout the track. Then, have students draw a picture of the successful track and label the track using location words (above, over) and different movement words (round and round, straight line).

Resources:   

STEMScopes K.6CD- Engage Acitvity: In this activity, students arrange themselves to demonstrate positional words such as next to, above, and behind STEMscopes K.6CD- Explore- Students demonstrate and describe how objects move using shaving cream K-AIMS Science 

Clowning Around= Positional Words (page 143)

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Shapes on Locations (page 145)

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Putting Shapes in Their Place (page 149)

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The McGregor’s Garden (page 155)

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Fast or Slow, Watch It Go (page 161)

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How Things Move (page 165)

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Move, Move, Move (page 173)

Science Critical Writing Component Why is it important to describe the location and motion of an object?

Science Tier 2 (Additional Support/ Not Different) For struggling students, use smaller groups to focus on comprehension, analysis, and /or application of content. Support Ideas for Exploring Location and Movement of Objects 

Understanding the Vocabulary- Give a student an object, like a crayon. Put the crayon in front of you. Now put the crayon above your head. Put the crayon behind you. Now put the crayon in beside you.

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Exploring Movement- Give a student a ball. Have the student play with the ball. Look we can roll the ball back and forth. Watch what I can do. When I spin the ball it can go round and round.

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Can you show me the ball going in a straight line? How could we make the ball zigzag?

Science Tier 3 (Additional Support/ Not Different) For students that continue to struggle during Tier 1 and Tier 2 instruction, use small-group or 1-on-1 instruction based on teacher observation and /or classroom assessments. Look for direct skills to be targeted in order to apply the scientific content. Support Ideas for Exploring Location and Movement of Objects 

Pull students for a small group lesson that re-teaches the terms above, below, behind, in front of, and beside. Use different objects to have students place those objects in different locations relative to them and to their peers. Example: Place the toy beside you. Place the toy in front of your friend. Place the toy behind your friend.

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Tactile Activity for Movement- Have students play with toy cars. Look, I can make my car go fast and now it is going slow in a straight line. Can you make your car do this? Let’s make our car zigzag.

Differentiation for Special Needs Students Note: Suggested activities below do not replace specific IEP/504 plan requirements 

Place tape on the floor in straight, zig, zag, etc. for student to walk along and/or move objects along the path

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Provide a student dictionary/journal with visual examples for matching

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Repeated practice throughout the day using positional phrases in real life situations

Depth & Complexity for Enrichment Details, Big Ideas, Create a ramp, using teacher materials such as; paper, blocks, marble. Demonstrate how the marble (or ball) can move different ways, directions and speed.

Science Sample Assessment Items The following sample questions are one of many ways to assess the TEKS student expectation. Create a master drawing that has a house on it. Then have the students draw a sun above the house. Draw a flower below the house. Put an ‘X’ on the front of the house. Draw a tree beside the house. Continue asking students to place objects on the paper using descriptive location words.

Science Resources The suggested resources are one of many ways to address the TEKS student expectation. STEMscopes K.6CD

Social Studies Vocabulary 1) Determine which of the following words you will teach through incorporation in lesson frames. 2) Determine which of the following words you will teach incidentally through exposure from videos or songs. 3) Determine which of the following words you will teach through multiple oral exposures throughout the day. Left / izquierda

Maps / mapas

Near / cerca

Right / derecha

Over / encima

Far / lejos

Globes / globo terráqueo

Under / debajo

Social Studies Instructional Strategies Writing Philosophy: For engaged learning, provide students opportunities to embed writing in the content areas through journals/notebook entries that include student-generated questions, reflections, predictions, and summaries in addition to responses to question stems and prompts.

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Social Studies Tier 1 (Classroom Instruction for All Students) Materials: dog house made from a small box small stuffed dog or other stuffed animal 1. 2. 3.

1.

2. 3. 4. 5.

6.

Hold up the dog house and dog. Place the dog inside the dog house and ask: Where is the dog? (Answers may vary.) If no one says “inside the dog house,” model the language. Tell students that today they are going to learn new words that help tell where something is located. Materials: dog house made from a small box small stuffed dog or other stuffed animal small clear plastic containers (such as strawberry baskets or another similar clear small container (one per child) manipulatives (e.g.,teddy bear counters, Teddy Grahams, or animal crackers) (one per student) Model the language while manipulating the stuffed dog and house to demonstrate use of the word and its meaning. Examples: Move the dog above the dog house and say, Now the dog is above the dog house. Move the dog under the house. Ask, Where is the dog now? (Under the dog house.) Use each of the words below to demonstrate location: -over -under -left -right -above below -near -far After observing the teacher modeling the terms above, student volunteers take turns using the dog to demonstrate the location and the word to describe the location. Distribute small containers, one per child, and objects to manipulate, at least one per child. Explain that students will use their “house” and teddy bear (or other manipulative) to demonstrate the location word. Students practice using the terms as teacher gives directions such as: (Each direction may be said more than once to provide more practice.) Place the teddy bear over the house. Place the teddy bear under the house. Face the house. Place the teddy bear to the left of the house. Face the house. Place the teddy bear to the right of the house. Place the teddy bear above the house. Place the teddy bear below the house. Place the teddy bear near the house. Place the teddy bear far from the house. As students are following directions, the teacher circulates and guides students who may need assistance. Instructional Notes: When teaching the difference between left and right, show the left hand with the index finger extended up and the thumb extended at a ninety degree angle. This creates the letter “L”. (The other three fingers should be folded down.) When this is demonstrated, make sure your back is briefly turned to the students so the “L” will be displayed properly. Also, when modeling left and right, the teacher should turn around so that he/she is facing the same direction as the students. If the teacher faces the students while modeling left and right, the students are seeing a mirror image, which could be confusing. Idea for Center use: Have small containers and manipulatives available during center time for students to use.

Globes Show Land and Water Features Materials • Teacher-selected book about globes • One inflatable globe (available at most educational supply stores) • One globe for every pair of students • Trade books about globes • One copy of “Black Line of the Earth — Land and Water” for each student • Crayons, markers, or colored pencils Instructional Activities 1. In this lesson, students will become familiar with a globe and will locate land and water features on the globe. 2. Inform students that not all maps are flat, and that some—globes—are round models of the Earth. 3. Have students sit in a circle. Read a teacher-selected book about globes, emphasizing that colors are used on the globe to represent different areas. Explain that blue represents water and green (or brown) represents land. 4. After reading and discussing the book, have students play a game using an inflatable globe, according to the following directions. • Gently toss the inflatable globe to a student who is not sitting beside you. • The student who catches the globe should close his/her eyes and put his/her thumb somewhere on the globe. • With eyes open, the student should tell the class whether his/her thumb is on land or water, depending on the color. • Each student in the circle should have a turn.

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5. After all class members have had a turn, divide the class into pairs. Each pair will then practice the same game with a standing globe. Direct each student to take turns with his/her partner, spinning the globe before putting his/her thumb on it. The student again should identify whether his/her thumb is on land or water. 6. Give each student a copy of Black Line of the Earth — Land and Water. Have students color the land green and the water blue.

Social Studies Critical Writing Component Where am I located in my classroom in relation to    

My teacher The door My best friend The windows

Social Studies Tier 2 (Additional Support/ Not Different) For struggling students, use smaller groups to focus on comprehension, analysis, and /or application of content. 1. Visit the playground. 2. As the teacher gives directions, the students use their bodies or an object to kinesthetically demonstrate the meaning of the words. (Modify directions according the equipment available on the playground.) Examples include: Throw the ball over the play scape. Stand under the slide. Face the bench. Now line up to the left of the bench. Face the tree. Now stand to the right of the tree. Hold the ball above your head. Place the ball below the ladder. Stand near the monkey bars. Stand far from the monkey bars.

Social Studies Tier 3 (Additional Support/ Not Different) For students that continue to struggle during Tier 1 and Tier 2 instruction, use small-group or 1-on-1 instruction based on teacher observation and /or classroom assessments. Look for direct skills to be targeted in order to apply the social studies content. • Introduce a globe as a round model of the Earth. • Read selected library books about maps and globes. • Create a globe out of a round object and label the land and water features.

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• Locate the places on the globe referenced in stories read aloud to the class. • Show a variety of maps of the world, the United States, and Texas. • Make a map of the classroom, playground, or neighborhood. • Use maps of the classroom, playground, or neighborhood to locate a certain place. • Create a model of a familiar object in the classroom. • Define map and create a class list of different kinds of maps. • Create maps of familiar places using food or other manipulatives. • Create a map of your classroom on paper and distribute to each student to keep. • Supply students with various maps as well as trade books about maps in the classroom. • Use a camera and take pictures of students at school (in the classroom, on the playground, etc.). Have the students decide where to take their pictures. Create a class book with the students. The students should provide the text (i.e. Sam is on the slide). Use this class book as the shared reading and for other reading/language arts activities

Differentiation for Special Needs Students Note: Suggested activities below do not replace specific IEP/504 plan requirements   

Students manipulate an object to show position words Create a map using play-dough Display photos of students and provide location

Depth & Complexity for Enrichment Identify geographic features that will impact movement. Provide a map and allow students to insert landforms/features and then describe how movement is impacted.

Social Studies Sample Assessment Items The following sample questions are one of many ways to assess the TEKS student expectation. Where on this map of a school could you find the librarian? Is the library left or right of the cafeteria? Where is the school office located? Is it to the left or right of the Kindergarten classroom? Is the office near the playground, or far? Is the librarian’s computer over or under her desk?

Social Studies Resources

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The suggested resources are one of many ways to address the TEKS student expectation. Hutchins, P. (1968). Rosie's Walk. New York: Simon & Schuster/Aladdin Paperbacks. ISBN 0- 02-043750-1 Over, Under, and Through by Tana Hoban ISBN 0689711115 Up, Down, and All Around by Sharon Street ISBN 1575842734 In the Space of the Sky by Michael Lewis ISBN 0152531505

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