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  • ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions/ Exploring Informational Text

ELAR/SS: How We Express Ourselves Over Time: Customs and Traditions/ Exploring Informational Text

Suggested Time Frame: 10 Instructional Days

        
Genre Focus

K.5 Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to:
(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures);
(D) use a picture dictionary to find words.

As it applies to K.1, K.2, K.3 and K.5
K.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

K.9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) identify the topic of an informational text heard.

K.10 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understanding. Students are expected to:
(A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations;
(D) use titles and illustrations to make predictions about text.

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:
(A) follow pictorial directions (e.g., recipes, science experiments); and
(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).

K.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to:
(A) identify different forms of media (e.g., advertisements, newspapers, radio programs);

Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
(B) ask and respond to questions about text;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud);
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

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:
(A) dictate or write information for lists, captions, or invitations.

Beginning Reading Skills

K.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);

K.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:
(A) identify a sentence made up of a group of words;
(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat);
(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ …/a/ …/n/ says man);
(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).

K.3 Reading/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:
(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);
(C) recognize that new words are created when letters are changed, added, or deleted;

Social Studies Focus
The student understands that holidays are celebrations of special events.
explain the reasons for national patriotic holidays such as Presidents’ Day, Veterans Day, and Independence Day
identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day
Oral & Written Conventions

K.16 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
(A) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
(ii) nouns (singular/plural);
(iii) descriptive words
(C) use complete simple sentences.

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 a sentence;
(C) use punctuation at the end of a sentence. 

K.18 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., “cut”);