ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

Resources/ Google Drive

Social Studies Units/Connections Guide *Does not include all Reading/Writing TEKS as some are taught without integration (i.e. phonics, spelling, etc.).

Timeframe 1.5 Weeks

1 Week

1.5 Weeks

1 week

Social Studies

English Language Arts and Reading

*During the first week of October, as you teach about Fire Safety (K.8B) and maps (K.4C), you will integrate vocabulary (words that name directions, sequence, and locations) and procedural texts (meaning of specific signs). Use fiction and expository read-alouds. (8) Government *Ongoing Fiction/Expository Read Alouds and Texts with Figure 19 (B) identify rules that provide order, security, and safety in (5) Vocabulary Development. the home and school (A) identify and use words that name directions, sequences, and locations (4) Geography (11) Reading/Procedural Texts. (C) identify tools that aid in determining location (maps) (A) follow pictorial directions *Ongoing – K.15(B) create and interpret visuals including (B) identify the meaning of specific signs (traffic/warning signs) pictures and maps (15) Writing/Procedural Texts (A) dictate/write info for lists, captions *While teaching about Christopher Columbus (Columbus Day), integrate ELAR instruction on syllables, rhyming, and writing (14A, 15A). Use Reading A-Z and the poem 1492 to integrate the study of Columbus into the reading block. (2) History *Ongoing Fiction/Expository Read Alouds and Texts with Figure 19 (A) identify contributions of historical figures, including (2)Phonological Awareness Christopher Columbus who helped to shape the nation (B) identify syllables in spoken words (Co-lum-bus) (B) identify contributions of patriots and good citizens (C) orally generate rhymes in response to spoken words (1492 Poem) who shaped the community. (14) Writing -(A) dictate/write sentences to tell a story in chronological sequence (15) Writing/Procedural Texts. (A)dictate/write info for lists, captions, invitations *During SS instruction on geography (rural/city), integrate ELAR instruction on alliteration (2E, 2H) and the ongoing Fiction and Expository TEKS…use read alouds, leveled readers, and Reading A-Z (On the Farm, The City, Bird Goes Home), as well as SS Leveled Readers. (5) Geography *Ongoing Fiction/Expository Read Alouds and Texts with Figure 19 (B) identify how the human characteristics of a place such (14) Writing/Literary Texts -(A) dictate/write sentences to tell a story as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location *As you begin November, students will prepare for upcoming patriotic events (voting, Veteran’s Day)…integrate ELAR high-frequency words and written conventions (capitalization, punctuation) through examination of the US pledge as a mentor text. Use SS Leveled Reader (Proud to Be an American) and A-Z Readers to reinforce patriotism. You can also have students dictate/write a narrative about their voting choices. (10) Citizenship *Ongoing Fiction/Expository Read Alouds and Texts with Figure 19 (A) identify the flags of the United States (3) Phonics – identify and read at least 25 high-frequency words (B) recite the pledge of allegiance to the US flag (14) Writing/Literary Texts -(A) dictate/write sentences to tell a story (D) use voting as a method for decision making (17) Conventions – (B)capitalize the first letter in a sentence, (C) use punctuation *Ongoing SS (K.15B and K.16B) at the end of a sentence

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

Resources/ Google Drive

*Continue Teaching ONGOING Curriculum* (ELAR K.2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (2B) identify syllables in How many syllables are in the sentence Direct Instruction: Teacher models Everyday Phonics spoken words word __________? syllables clapping syllables using student names Lessons Frame a sentence. rhymes and other typical classroom items. Texas Treasures Kindergarten assessments blend Small Group: With guidance, Istation students clap out new vocabulary Syllables Game words during guided reading. Workin’ on Syllables Independent/Centers: Students Say it, Clap it, Sort it: identify syllables used in the Social Columbus Syllables Studies Columbus Day Syllable Sort. Verbal cues (ELPS) FCRR (2C) orally generate rhymes in Which word rhymes with ___? rhymes Direct Instruction: Teacher Rhyming Picture Cards response to spoken words Can you tell me a word that demonstrates how to make rhymes Rhyming Games (“What rhymes with hat?”) rhymes with _____? using names and songs. Rhyming Word Picture Kagan: Round Robin: Students will Match take turns orally generating rhymes.. Treasure Unit 10, Pg. Class Game:Who has…I have? (pair 2387 rhyming words together) Rhyming around the room (2D) distinguish orally Does ___ rhyme with ____? Non-rhyming pairs Direct Instruction: Teacher leads Rhyming Picture Cards presented rhyming pairs of Which word doesn’t rhyme? class in sorting words that rhyme and Rhyming around the words from non-rhyming pairs do not rhyme. room Independent/Centers: Students will match pairs of words that rhyme and sort non-rhyming pairs and orally justify their matches Kagan: Match Mine: Pairs match pairs of rhyming picture cards and compare matches. (2E) recognize spoken These words all begin with ___? Alliteration Direct Instruction: Teacher ABC, An Amazing alliteration or groups of words What sound do you hear at the Onset introduces the concept of alliteration Alphabet Book, by Dr. that begin with the same beginning of __,___,___? Initial Sounds through poems and stories. Seuss spoken onset or initial sound Whole Group: Create a class Silly Sally, by Audrey

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

(e.g., "baby boy bounces the ball")

(2H) isolate the initial sound in one-syllable spoken words

(2I) segment spoken onesyllable words into two to three phonemes (/d/../o/../g/)

Alliteration Anchor Chart Independent/Small Group: Students will create a name alliteration using the first letter of their name and something they like. Center: Students will create an alliteration book using silly sentences.

What is the first sound you hear in the word ___?

What sounds do you hear in the word____? What is the next sound in ____? Student will identify the sounds they hear in: Go Up Out map

Initial sound Isolate syllables

segment sounds phoneme(s)

Direct Instruction: Teacher will demonstrate how to hear the beginning/initial sound in different words. Whole Group: Students will raise their hand when they hear the correct initial sound in words read, while reading “Fire Safety” Kagan: Rally Robin: Students alternate generating responses of words beginning with the same sound. Direct Instruction: Teacher will introduce breaking words into parts/phonemes to hear each sound in the word. Whole Group: Given a word, students will call out how many phonemes they hear. Students will use letter cards or write letters that they hear in each position. Whole/Small Group: Students will use Elkonin boxes to distinguish sounds heard in words.

Resources/ Google Drive Wood A My Name is Alice, by Jane Bayer Alliteration poems Alliteration Activities Activities for Teaching Alliteration FCRR Reading A to Z: Fire Safety Safe, Not Safe Initial Sound Game Texas Treasures Picture Cards

Segmenting Word Activity Segmenting Activities (scroll to bottom ½ of page) AlphaJump

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

Resources/ Google Drive

(ELAR K.3) Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (3A) identify the common Students should be able to Unit 2 Letters: Direct Instruction: Teacher will MISD Word Families sounds that letters represent identify the introduced letters and C, O introduce letters and the sounds they and Spelling Patterns the sounds F, H represent Fire Safety Letters & D, R Small Group/Center: Students will Sounds E, B practice matching letters to their Alphabet Mania L, U sounds. Beginning ltr & picture Songs/Poems: Students will practice match various letters and sounds through alphabet arcs, charts kinesthetic poems and songs. flash cards treasures activity book on board Elkonin boxes (3D) identify and read at least Students should be able to read Unit 2 Sight Words: Whole Group: Class practices Kinder sight word list 25 high-frequency words from words with automaticity and See, Go kinesthetic ways to remember sight Secret Sight Words a commonly used list fluency Went, Will words. Word Work To, Get Shared Reading: highlight Have, Yes sight words found in reading. No, Had (ELAR K.17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (B) capitalize the first letter in What always starts the beginning capitalize Direct Instruction: Using Morning Reading A to Z a sentence of a sentence? capital letter Message, teacher will introduce when projectables Students should begin uppercase to capitalize letters at the beginning of acknowledging where capital a sentence. Capitalization letters are necessary. Small Group/Independent: Students Activities observation will take turns editing each other’s individual writing conferences journals and/or morning message. anecdotal records Whole/Small Group: Using a social writing samples studies projectable reader, students will highlight the capital letter at the (C) use punctuation at the end What always goes at the end of a period Reading A to Z beginning of each sentence on a page of a sentence sentence? question mark projectables or pages. Punctuation Activities

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

(Social Studies K.8) Government: Fire Safety (8B) identify rules that provide Students should be able to order, security, and safety in identify rules that keep us safe in the home and school an emergency, such as a fire. How do you stay safe during a fire? What should you do when there is a fire near you?

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

Fire Fire extinguisher Alarm Evacuation Route map

Direct Instruction: Teacher will read about and share Fire Safety facts. Kagan: TPS: Students will think and share ideas about how to stay safe and/or get away during a fire. Shared Writing: Students will create a list of fire safety rules. ELPS:2C, 2I, 3G, 1A, 1F, 2G

Resources/ Google Drive

Reading A to Z: Safe, Not Safe Fire Safety Song: Fire Safety Rap!

What steps should you take if your clothes are on fire? (ELAR K.5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. (A) identify and use words that What does this word tell you? first Direct Instruction: Teacher will Sequencing activities name actions, directions, What does this word tell you to next introduce directional, sequencing, and Empowering Writers positions, sequences, and do? last location vocabulary to describe Getting Ready to Write locations; What does this word mean? direction evacuation procedures. sequencing activities Students should use sequencing sequence Kagan:Think, Pair, Share: Students Directional Words words, directions, and location Step 1, 2, 3, etc. will think about fire safety steps and Sequence Words words to explain their actions in share with their peers the best way to Fire Safety: Quick and case of a fire evacuate the classroom. Simple What steps would you take if Independent/Partner: there was a fire? Describe/explain to partners the evacuation plan made for your own Describe how you would get out home. of our classroom during a fire? (ELAR K.11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (Integrate with SS Fire Safety) (A) follow pictorial directions What are the ingredients in this directions Direct Instruction: Teacher will Literacy Work Stations (e.g., recipes, science recipe? recipe introduce the pictorial directions to by Debbie Diller experiments) What is the first step during a fire first/next/last illustrate the steps to take during a fire Pictorial Directions to drill? sequence drill. build label TX Treasures Independent/Center:

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

photographs list

(B) identify the meaning of specific signs (e.g., traffic signs, warning signs

What does this sign tell you to do? What does this sign warn you about? What information does this sign give

(Social Studies K.2) History: Columbus K.2(A) identify contributions “Who is Christopher of historical figures, Columbus”? including Stephen F. Austin, What is an explorer? George Washington, What was he searching for? Christopher Columbus, and Is the World flat? Jose Antonia Navarro, who -Christopher Columbus came helped to shape the state and to America in 1492. nation -He traveled in the Santa Maria along with two other ships, the Nina and Pinta. -He came in search of gold, spices, and silk to trade. What is an explorer? Who is Christopher Columbus and why did he come to American? What was he searching for? How did he get to America? Is the world flat? K.2(B) identify contributions Through discussion students of patriots and good citizens should build understanding

directions recipe first/next/last

Christopher Columbus Explorer Map Historical World searching

Patriots Citizens

Students will follow pictorial directions to complete a task.

Direct Instruction: Teacher will introduce important signs found around town and/or the building to provide warning or explanation. Whole Group: School/Classroom Tour-searching for signs

Resources/ Google Drive -Center Flip Charts (Unit 2-10) Workstation chart Picture Directions Treasures Unit 3 T.E. 548 “Signs in the Park” Sign Bingo Exemplar Lesson 11B

Whole Group: Read Aloud books about Christopher Columbus and how his exploration led to life today. Kagan: Team Stand and Shre: In teams, students will stand and share one piece of information heard about Columbus through the read alouds. Journaling: Students will write about Columbus' journey and how he shaped our nation. Independent: Students will identify tools explorers use. Center: Students will create a visual summary of Christopher Columbus and his time as an explorer

Christopher Columbus Write the room

Read Alouds: Teacher will read about good citizenship and how

My First Biography: Christopher Columbus, Bauer

Explorer Labeling If I were an explorer writing Columbus and the Age of Explorers by Nadia Higgins PebbleGO- Columbus Day BrainPOP, Jr- Christopher Columbus Paper plate Columbus activity Learning from the Past

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

who shaped the community

that citizens are those who help the community.

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

Resources/ Google Drive

Community Contributions

patriots contribute to their community. Learning from the Past Kagan: Round Robin: After How did Columbus reading about what a good contribute to our life today? citizen is, teams will answer questions about whether Do you think he was a good Columbus is a good citizen and citizen? Why? how to be a good citizen. ELPS: 2F, 4F (ELAR K.14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) dictate or write sentences 2nd six weeks, students should be sentence Shared Writing: Teacher will lead Treasures to tell a story (with adult dictating and attempting to write story students in writing their ideas about Unit 3 T.E. 629 assistance) sentences dictate Christopher Columbus and the events Empowering Writers teacher observations write of his life. Columbus Day Hooray! Independent/Guided Writing: Students will write about their feelings about a voting choice or about a veteran. Journaling: Students will regularly write sentences to tell a story about a given topic. ELPS: Extensive verbal scaffolding (building of knowledge) (Social Studies K.5) Geography K.5 (B) identify how the How do farmers make a living? Job Read Aloud: Students will listen to a It’s Disgusting and we human characteristics of a If you worked in the city, where Shelter read aloud of City Mouse, Country Ate it! By James place such as ways of earning do think you would work? Clothing Mouse. Solhein a living, shelter, clothing, How would your home look Food Kagan: Think/Pair/Share: How Rice is Life food, and activities are based different on a farm compared to Earning a living would going to school in the city be By Yangsook Choi upon geographic location. right now, in our classroom? different from going to school on a City Mouse Country farm? Mouse by Jan Brett Students should be able to Guided Reading: Students will Harcourt- Unit 4 compare their life or the character compare stories about farm life to city

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

of book to that of someone on a farm.

(Social Studies K.10) Citizenship: K.10 (D) use voting as a Students should understand that method for group decision the choice voted on most often is making the result and the decision made.

life based on the WG reading and guided reading. Independent: Students will write about how there life would be different living on a farm or in the city. ELPS: 3G, 3F, 1D, 4D, 4F, 2F Vote Decision

Resources/ Google Drive HMH: 34, 43, 44, 45 Leveled Readers: People and Places Highest and Lowest From Here to There

Direct Instruction: Teacher will introduce students to voting through read alouds or digital media Whole Group: Students will make a decision based on the information provided on various topics. .(such as, favorite, snack, book)

Vote by Eileen Christelow The Day Gogo Went to Vote by Elinor Sisulu Duck for President by Doreen Cronin My Teacher for President by Kay Winters Pebblego: Voting HMH: pg19 (ELAR K.15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: dictate or write information for 2nd six weeks, students should be list Direct Instruction: Teacher will lead Treasures lists, captions, or invitations dictating and attempting to write caption class in a list of student generated -Unit 1 T.E. 39,53,58 sentences invitation ideas . -Unit 2 T.E. 273,285 teacher observations Small Group: Students will write -Unit 3 T.E. 533,545 captions based on given pictures. (See Tx Correlation Journaling/Independent: Students inT.E. for more) will write invitations to community members to take part in upcoming elections. (Social Studies K.10) Citizenship K.10(A) identify the flags of How can you find the US flag? Flag Kagan: TPS: Students will think http://thevirtualvine.co the United States and Texas What features do you see on the United States about and predict which flag is the US m/united.html K.10 (B) recite the Pledge of US flag? Pledge of Allegiance flag and what the different features Discovery Education-

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

Resources/ Google Drive

Allegiance to the United States Flag and the Pledge to the Texas Flag

Students should recognize that the to the American Flag might represent. Celebrating America US flag has 50 stars and 13 Read Aloud: Teacher will read aloud http://www.apples4thet stripes. a book about the US flag and the eacher.com/holidays/fla Students should understand that meaning behind its features. g-day/kids-books/ the 50 stars represent the 50 states Whole Group: Class will create a list Red, White, and Blue: and the 13 stripes represent the of what each feature of the US flag The Story of the original 13 colonies. represents. American Flag by John What is the pledge of allegiance? ELPS: 4F, 2I, 3F, 1A, Herman Why do we say the pledge of Elizabeth Leads the allegiance? Way by Tanya Lee How does the pledge go? Stone Student should recite the pledge Harcourt- Unit 2 of allegiance correctly with HMH: pg.14 appropriate etiquette: Leveled Reader: Stand Proud to be an Look at the flag, American Right hand on Heart (3) Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (D) identify and read at least Students should identify and read Sight words from 1st Read aloud: Teacher will read aloud MISD Sight Words 25 high-frequency words from sight words found in the pledge. and 2nd six weeks the pledge as students listen for how Pledge of Allegiance a commonly used list many sight words they hear.

May 2016

ELAR/Social Studies Course: Kindergarten Unit: Fire Safety/Columbus/Geography/Citizenship TEKS Assessment & Specificity

Letters and Treasures Handwriting Pages C (27), O (26) F (19), H (45) D (28), R (50) E (29), B (58) L (17), U (53) Handwriting introduction to all letters pg.62-64.

Designated Instructional Period: Unit 2 Weeks to Teach: 5 Vocabulary Instructional Strategies

Sight Words see have go yes went no will had to get

Resources/ Google Drive

Google Drive Links ELAR – Kinder Instructional Resources https://drive.google.com/a/misdmail.net/folderview?id=0B_hUmJc8d0A0dGhCbW dyNWJEbE0&usp=sharing Social Studies – Kinder Instructional Resources https://drive.google.com/a/misdmail.net/folderview?id=0BxftWnPcUkpFUVFPSX B5bnNMVG8&usp=sharing

*Ongoing ELAR/Social Studies TEKS – see Ongoing Document for Resources and Instructional Strategies ELAR Figure 19 (A) purpose for reading, (B) ask questions, (C) monitor comprehension, (D) make inferences,(E) retell important events,(F) make connections ELAR K.3 Phonics – (A) identify common sounds letters represent ELAR K.4 Strategies – (A) predict what happens next in text, (B) ask and respond to questions about text ELAR K.8 Fiction – (A) retell main even from story read aloud, (B) describe characters in a story and reasons for their actions ELAR K.9 Culture& History – (A) identify topic of informational text heard ELAR K.10 Expository – (A) identify topic/details, (B) retell facts, (C) discuss ways authors group information, (D) use titles/illustrations to make predictions ELAR K.13 Writing Process – (E) share writing ELAR K.16 Conventions – (B) speak in complete phrases, (C) use complete simple sentences ELAR K.17 Handwriting – (A) form upper and lowercase letters legibly ELAR K.18 Spelling – (A) match sounds to letters, (C) write own name ELAR K.21 Listening – (A) listen attentively, (B) follow oral directions ELAR K.22 Speaking– share information and ideas ELAR K.23 Teamwork – follow agreed-upon rules Social Studies Skills K.14 Critical Thinking Skills (A) obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, print material, and artifacts (C) sequence and categorize information Social Studies Skills K.15 Communication Skills (A) express ideas orally based on knowledge and experiences (B) create and interpret visuals, Including pictures and maps Social Studies Skills K.16 Problem-Solving and Decision-Making Skills (A) use a problem solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution (B) use a decision making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of the decision

May 2016