Revision DateMay 1, 2020Department of Curriculum & InstructionKindergarten IntegratedUnitK-2 Our SchoolTime Frame9/21-10/16Big Ideas1.I can use tools including technology to find important places.4. There is light, sound, and thermal energy all around me.2.I can use numbers to solve problems.5. I can use words to explain how to find places in my classroom and school.3.Things move in a variety of ways.1.I can I use tools including technology to find places?4. What are the different forms of energy?2.How can I use numbers to solve problems?5. What words can I use to describe how to find places in my classroom and school ?3.How do things move?EssentialQuestionsContent Integration GuideScience: Social Studies: I can move to important places in a variety ofways.Somethings in my classroom and school aremagnetic but some are not.I can use tools like maps to find important placesin my classroom and school.Technology can help me locate places.Finding the important places in my classroom andschool.Anchor Text: One Happy ClassroomMath: There is light, sound, and thermal energy allaround me.ELAR: I can count the steps it takes to reach specificdestinations around the classroom and school. I can count objects in any center we visit.Page 1 of 13I can read signs in my classroom to find importantplaces.I can use my words to explain how to find placesin my classroom and school.
Tier I Instructional Strategies – Classroom Instruction for All StudentsVirtual Instruction ResourcesScreencastify tutorialThe Reading Bear learning to read websiteHow to make a drag and drop activity 1GraphoGameHow to make a drag and drop activity 2Canvas Cheat SheetEssential components of effective reading and Writing Writing/Response* Engage in PA activities daily* Provide explicit andsystematic instruction of skills* Link sounds to letters assoon as possible* Provide explicit, systematicphonics instruction thatteaches sound, symbol, andformation together* Provide explicit instruction inblending sounds to read words* Provide substantial practicein decoding and encodingwords accurately* Provide corrective feedback* Expose students to newvocabulary by sharing textsacross genres and content* Ensure students are exposedto new words repeatedly* Directly instruct four to six tier2 words before reading a text* Actively engage students inthinking about text* Systematically explain and modelcomprehension strategies* Directly teach the writing process* Provide opportunities to write daily*Directly teach traits of writing* Provide examples of fluentreading through read-alouds* Teach decoding andencoding within the samelesson* Use graphic organizers torepresent conceptsBeginning Reading and SpellingPhonological AwarenessInstructional StrategiesResourcesidentify and produce rhyming words (K.2Ai)recognize spoken alliteration or groups of words that beginwith the same spoken onset or initial sound (K.2Aii)identify syllables in spoken words (K.2Aiv)blend syllables to form multisyllabic words (K.2Av)Weekly Tier 1 Phonics lessonsCommon classroom objects resource list for blending syllables:* Remind students that words rhyme because the end chunkof the words sound the same.* Have students respond verbally or physically to indicate ifword pairs rhyme.* Teach students how to use “duck lips” to determine thenumber of syllables in a word. (Students pinch lips togetherand say a target word without opening their lips)Pen/cil, cray/on, ta/ble, car/pet, back/pack, win/dow, mar/ker, white/board,ea/sel, paint/brush, tab/let, cen/ter, sta/tion, bath/room, buck/etPage 2 of 13Alliteration FCRRSyllables FCRRTongue twister resource link
* segment multisyllabic common classroom object intosyllables, have students blend the syllables, and then hold upor go touch that object (see classroom object resource list)* share tongue twisters and point out that the initial sound inmany of the words is the same.Identify Rhymes: Finish My RhymeModule 1 T122Syllable Salad Activity: HMHModule 2 T62HMH Module 3 TE 30 IdentifyRhymesHMHDr. Seuss ABC bookDr. Seuss Fox in SoxJamberryClara CaterpillarBootsie Barker BitesActivity:Have each student write their name on chart paper and have them thinkof something they like that starts with the first letter of their name” Ex:Mary likes muffins.The Muffin ManHMH Module 3 – T112 AlliterationLiteracy Center SuggestionsHMH Module 1 T15, T16, T17,T 18, T19Oh, do you know the muffinman,Learning tip:Vowel sounds are openmouthed, continuous sounds.Every syllable has a vowel.Ss(to tune of Row, Row, Row Your Boat)Sing, sing, sing a song,sing a silly song.Singily, jingily,ringily, swingily,won’t you sing along?Mm(to tune of This Old Man)Monkey see.Monkey do.Come meet monkey in the zoo.If you make a face,he might make one, too.Monkeys love to mimic youThe muffinman,the muffin0h, do you know the muffinman,man,That lives on Drury Lane?Online Instructional ResourcesFly Leaf online decodable books for students(to tune of Down By the Station)A is for Alice,who met an alligator,swishing down the alleywayon Apple Avenue.“Shoo!” said Alice,Page 3 of 13Community Reading Project Link for online learningCenter for Development and Learning YouTube channelOrton Gillingham blending videos YouTube95% group online lessonsUF virtual teaching resources
“I’m allergic to all gators:Ah-choo! Ah-choo!”Off she flew.The Reading Bear learning to read websitePhonics-Spelling-HandwritingInstructional StrategiesResourcesidentify and match the common sounds that lettersrepresent (K.2Bi)recognize the difference between a letter and printed word(K.2Div)identify all upper and lowercase letters (K.2Dv)develop handwriting by accurately forming all upper andlowercase letters using appropriate directionality (K.2E)identify and read at least 25 high frequency words from aresearch- based list (K.2Biv)spell high frequency words from a research-based list(K.2Ciii)*Have students match letters to the alphabet arc* Engage students in alphabet arc activities*Have students play matching games such as memory withlowercase letter cards, pictures focusing on initial sound andthe letter that commonly records the sound, and uppercaseand lowercase letter cards.* Start by making a letter sound, show the most commonletter that represents the sound, name that letter, and thenguide students through letter formation.* Directly teach a high frequency word by saying the word,segmenting the word into individual sounds, and thenshowing how to record each sound with the appropriateletter(s). If the word is irregular, point out the part thatstudents have to learn by heart.* Directly teach appropriate posture and grip before teachingletter formationUnit 2 phonics word, phrase, and sentence resource linkHigh Frequency Wordsand, see, as(add color words throughout the units)Phonic Concepts Weekly Tier 1 Phonics lessonsm, s, aLetter A: HMH Module 1 T41Letter M: HMH Module 1 T114Letter S: HMH Module 1 T153Searching for letters (Foundational Skills) – HMH Module 1T241HMH Big Book – “I Like Me” Instructions to link letters to thebook HMH Module 2 T121Literacy Center SuggestionsHMH Module 1 T15, T16, T17, T 18, T19Letter-sound correspondence FCRRGames to play to practice the letters:Sort pictures according to the beginning letter/soundConcentration – matching upper case to lower case“I Spy a Letter” Have students try and find the letter that you are lookingat in the roomLetter BingoSay a letter/sound and the students make that letter out of play doughSight Word Poem:andOh, I can spell “and” A-N-D “and”“And” is the word that I write with my hand!A-N-D, A-N-D,Nicky, Nicky Noo!YouTube Videos for practicing the letters of the alphabet:Any Jack Hartman videosSesame Street Letter videosStory Bots letter videosLetter Factory Sound SongLearning Tip:You can teach appropriate grip by having students put apencil on the table and point the tip of the pencil towardthemselves. Then have students pinch the pencil where thewood meets the paint and flip the pencil (with the help of theother hand) to rest in the space between the thumb andpointer finger.FluencyAccuracyInstructional StrategiesPage 4 of 13Resources
There is not a formal kindergarten level TEKS for fluency butthe foundation for fluency later on is accuracy. It is importantto focus on developing accuracy with letter names, lettersounds, and word reading.* Provide substantial practice with letter names, sounds, andformation.* Provide substantial practice with applying sound-symbolcorrespondences to read words.Comprehension(math connection)HMH Module 1: T85,HMH Module 1 T110,HMH Module 1 T121Read a variety of Pete the Cat booksFocus on Setting and Characters in the booksPete the Cat Walking in My School Shoes (SS connection)Pete the Cat I Love My White ShoesHMH Module 1: T99HMH Module 2: Big Book Pete the Cat: Too Cool for SchoolWritingTEKSplan by generating ideas for writing through classdiscussions and drawings (K.10A)edit for capitalization of the first letter in a sentence andname (K.10Dvii)Instructional StrategiesResourcesArticle on writing instruction 1Discuss the writing processModule 1 T56Response to text lesson Module 1 T130Article on writing instruction 2HMH Module 1 T 94/95HMH Module 1 T 176 Choosing a TopicHave students edit their work by checking to make sure thatthey write their names on their responses and capitalize onlythe first letter in their name.As the second article states, it’s best to start writing by labeling differentareas in the classroom. Model first, then have the students write thelabels interactively. As a student is writing the word on the chart, theother students could be writing on a white board.Writing is just like talking by using pictures. After reading the stories,model what you would draw using pictures and modeling by talking outloud.Reference the sentences that were made with the alliterations that allnames always start with a capital.Reference that we capitalize the word “I”Page 5 of 13
VocabularyTEKSInstructional StrategiesResourcesuse illustrations and texts the student is able to read or hearto learn or clarify word meanings (K.3B)Vocabulary Cards: Idea, offer, stuck HMH Module 1 T131Sentence framesGuide students to speak in complete sentences using thesentence frames from the teacher’s guide.I have an idea aboutrespond using newly acquired vocabulary as appropriate(K.6F)When I am stuck, I (ex. can use a picture to help meunderstand what a word means)Core Content VocabularyIllustrationsCapitalizationSoundOne Happy Classroom Vocabulary:Leaning, tower, pair, partnerHMH Module 1 T eDecomposePartAdditionEqual signDifferenceNumber sentenceSeparatingsumAboveBelowBehindForceIn front ofMagnetMotionPull pushLocationEnergyLight energySound energyVibrationThermal ftRightOverUnderSecuritytechnologyLinguistic AccommodationsI have an idea aboutWhen I am stuck, I (ex. can use a picture to help me understand what a word means)3G Express opinions, ideas, and feelings ranging from communicating single words andshort phrases to participating in extended discussions on a variety of social and gradeappropriate academic topics.MathTEKSInstructional Strategiescount forward and backward to at least 20 with and withoutobjects (K.2A)Pearson Realize/envisionLesson 01-04: Counting 4,5Lesson 01-05: Making 4,5Lesson 01-06: Recognizing 4,5Lesson 01-07: Reading and Writing 4.5Lesson 01-10: Problem solvingLesson 02-01: Comparing setsLesson 02-02: 1 and 2 moreLesson 02-03: 1-2 fewerread, write, and represent whole numbers from 0 to at least20 with and without objects or pictures (K.2B)Page 6 of 13Resources
count a set of objects up to at least 20 and demonstrate thatthe last number said tells the number of objects in the setregardless of t heir arrangement or order (K.2C)recognize instantly the quantity of a small group of objectsin organized and random (K.2D)Lesson 02-04: Number through 5Lesson 02-05: Problem solving using toolsCreate an “All About Number”anchor chart for numbers 4-5.compare sets of objects up to at least 20 in each set usingcomparative language (K.2G)use comparative language to describe twonumbers up to 20 presented as written numerals (K.2H)compose and decompose numbers up to 10 with objectsand pictures (K.2I)T 121Down, slide right and cut it in twoThat’s how we make the numberfour.Down around and give it a hat. That’s how we make thenumber five.Different opening ideas for whole group – (different waysto teach the concepts)model the action of joining to represent addition and theaction of separating to represent subtraction (K.3A)1) clapping hands and TSW show how many claps with thenumber of fingerssolve word problems using objects and drawings to findsums up to 10 and differences within 10 (K.3B)2) Show dots on a five frame and TSW write the number ona white boardexplain the strategies used to solve problems involvingadding and subtracting within 10 using (K.3C)3) Review shapes and have students find a certain shape inthe roomrecite numbers up to at least 100 by ones and tensbeginning with any given number (K.5A)4) Show 2 numbers, create them with snap cubes and askwhich group is more/fewerProcess TEKSapply mathematics to problems arising in everyday life,society, and the workplace (K.1A)use a problem‐solving model that incorporates analyzinggiven information, formulating a plan or strategy,determining a solution, justifying the solution, andevaluating the problem- solving process and thereasonableness of the solution (K.1B)select tools, including real objects, manipulatives, paper andpencil, and technology as appropriate, and techniques,Count the number of letters in words. HMH T 121Count the number of words in a sentence. HMHNumber Poemsgenerate a number that is one more than or one less thananother number up to at least 20 (K.2F)When engaging in a class read aloud, directattention to t