Key Ideas and Details RCCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RI.K.2With prompting and support, retell familiar stories, including key details.
Craft and Structure R.CCR.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text ( e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RI.K.5 Recognize common types of texts (e.g., storybooks, poems).
Book Jackets: Have students create a book jacket for a familiar book with a picture on the front and a story description on the back.
Student authored book. Have students write /retell a well known story such as Goldilocks and the 3 Bears, Hansel and Gretel, etc. for a page in a class book.
Use genre tubs for students to sort types of texts into storybooks, poems, informational text, etc.
Reading Standards for Informational Text
Key Ideas and Details R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
Craft and Structure R.CCR.6 Assess how point of view or purpose shapes the content and style of text. RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
R.CCR.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Craft and Structure RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
Informational Poster: Give student/group of students a page of informational text and have them create a poster for the class about it with a title, picture, labels or small info boxes.
Cooperative learning group work where each student has a role such as recorder, reporter, monitor, illustrator.
Reading -Fluency: RF.K.2 Read emergent-reader texts with purpose and understanding.
Guided Reading groups from classroom book sets, leveled readers.
Oral book report to the class as to why they should read his/her book.
Write letters to characters asking about events in the text.
Production and Distribution of Writing W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing,rewriting, or trying a new approach. W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.CCR.6 Use technology, including the internet to produce and publish writing and to interact and collaborate with others W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Riddles: Students write 3 clues with details to an animal, person, etc. Students have to guess from the clues what animal, person, etc. they are for. If students can not guess, more details need to be added.
Brainstorm a list of details to include in an “All About Me” book. Each student creates an “All About Me” book.
Word family focuses
Word Wall games
Speaking and Listening
Comprehension and Collaboration SL.CCR.2 Integrate and evaluate information presented in diverse media and formats including visually, quantitatively, and orally 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.
Conventions of Standard EnglishL.CCR.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1aPrint many upper- and lowercase letters.
L.K.1bUse frequently occurring nouns and verbs.
L.K.1cForm regular plural nouns orally by adding /s/ or /es/ (eg. , dog, dogs; wish, wishes).
L.K.1d Understand and use question words (interrogatives) (eg., who, what, where, when, why, how).
L.K.1eUse the most frequently occurring prepositions (eg., to, from, in out, on off, for, of, by, with).
L.K.1f Produce and expand complete sentences in shared language activities.
L.CCR.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.K.2a. Capitalize the first word in a sentence and the pronoun I. L.K.2b. Recognize and name end punctuation.
L.K.2c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
L.CCR.4 Determine or clarify the meaning of unknown and multiple – meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general andspecialized reference materials, as appropriate.
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
L.K.4a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
How To: Write or Explain step by step how to do something eg. Make a paper airplane, play a game, make a PB&J sandwich, etc.
Question books/box: Students write questions in a book or a box for teacher, principal, etc. the person then responds in writing with an answer.
Building game: 2 students sit back to back or with a screen between them with pattern blocks, regular blocks available to them. One student builds something and instructs the other student how to build an identical form, pattern, etc. using only auditory directions.
Daily Oral Language: Find the errors in a teacher generated sentence such as upper/lowercase, spacing, punctuation.