ࡱ> y .,bjbj .{{.$  zzzzz| ]&6\\\\777E]G]G]G]G]G]G]$`vcjk]z77777k]zz\\]27z\z\E]7E])VZ\jEpF X61]]<]CXc;LclZZcz[87777777k]k]L777]7777c777777777  @:  Unit OverviewContent Area: English Language ArtsUnit Title: Conventions of Standard English: Vocabulary Acquisition, Grammar and Usage Target Course/Grade Level: Kindergarten Timeline: Ongoing Unit Summary: The instruction of vocabulary is best supported when embedded and instructed throughout all areas of the curriculum. Vocabulary instruction must be direct and occur every day through oral and print exposure (spoken and written vocabulary). Vocabulary occurs in two basic forms: receptive (vocabulary children understand when they hear) and expressive (vocabulary children use in speaking and writing). In addition, vocabulary knowledge supports students abilities in listening and reading comprehension. This unit will also enforce the importance of ones ability to communicate effectively by articulating clearly and accurately using appropriate language structure so that ones message can be understood. Primary interdisciplinary connections: Science, Social Studies, Math, Art, Music, Health and Physical Education21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility.Anchor Standards: Anchor Standards for Language: Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary Acquisition and Use 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 and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Learning Targets/ActivitiesDomain: LanguageCluster: Conventions of Standard English, Vocabulary Acquisition and UseStandard # StandardsL.K.1.b-fDemonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities.L.K 4.a-bDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.L.K.5.a-dWith guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). Identify real-life connections between words and their use (e.g., note places at school that are colorful). Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.L.K.6Use words and phrases acquired through conversations, reading and being read to, and responding to texts.Unit Essential Questions Why is vocabulary instruction essential? How can I acquire a robust vocabulary? Why is there structure to our language? How do I effectively communicate my thoughts and feelings when speaking and writing? Unit Enduring Understandings In order to communicate effectively one must possess a robust vocabulary. When reading, speaking, and writing it is important to understand word relationships and nuances in word meanings. Building a robust vocabulary assists in listening and reading comprehension. Language has consistent patterns and rules to follow when speaking and writing. It is essential to articulate clearly and accurately using appropriate language structure so that ones message can be understood. Unit Learning Targets Students will ... Identify and use frequently occurring nouns and verbs in speaking and writing. (L.K.1.b) Identify and form plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (L.K.1.c) Demonstrate an understanding of question words (interrogatives) in speaking and writing (e.g, who, what, when, where, why, how). (L.K.1.d) Use appropriate prepositions (e.g, to, from, in, out, on, off, for, of, by, with) to expand thoughts in speaking and writing. (L.K.1.e) Demonstrate an understanding of multiple meaning words and apply them accurately in speaking and writing. (L.K.4.a) Identify and understand the meaning of frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) to determine the meaning of an unknown word. (L.K.4.b) Identify the features of a complete sentence or thought and expand during shared language activities. (L.K.5.f) Identify commonalities of objects by sorting object/pictures into teacher or self-selected categories. (L.K.5.a) Demonstrate the ability to generate antonyms to commonly used verbs and adjectives in both speaking and writing. (L.K.5.b) Identify opposites/antonyms when reading and/or listening to texts. (L.K.5.b) Identify verbally or draw detailed illustrations to support their understanding of words and their use/meaning. (L.K.5.c) Demonstrate the ability to identify and extend verbs through drama (L.K.5.d) Demonstrate social/intellectual conversation utilizing the use of words and phrases acquired. (L.K.6) Learning Activitiesword walls (interesting words, content words, sight words, etc.) Guess My Word sound/picture/object sorts matching and memory games with vocabulary words/pictures class dictionary Language Experience Charts written responses mentor texts/ read alouds songs, poems, literature and rhymes clapping/snapping/stomping games morning message daily oral language word clusters modeled, interactive, and guided writing Evidence of LearningFormative AssessmentsStudent participation Teacher observation Performance Tasks: sorting, literacy center activities Summative AssessmentsOral and written conversation RESOURCES/TECHNOLOGYTeacher Instructional Resources: Making Words, Cunningham, Hall and Heggie Words Their Way: Pearson Learning Group Reading First, Creative Teaching Press Vocabulary Games for the Classroom, Carlton and Marzano Building Academic Vocabulary, MarzanoIntegration of Technology: SMARTBoard, Document Camera, SMARTBoard activities Technology Resources: Click the links below to access additional resources used to design this unit: Florida Center for Reading Research  HYPERLINK "http://www.fcrr.org" www.fcrr.org  HYPERLINK "http://www.pinterest.com" www.pinterest.com  HYPERLINK "http://www.teacherspayteachers.com" www.teacherspayteachers.com  HYPERLINK "http://www.havefunteaching.com" www.havefunteaching.com  HYPERLINK "http://www.abcya.com" www.abcya.com  HYPERLINK "http://tc.readingandwritingproject.com/" http://tc.readingandwritingproject.com/  HYPERLINK "http://wvde.state.wv.us/strategybank/vocabulary.html" http://wvde.state.wv.us/strategybank/vocabulary.html  HYPERLINK "http://www.vocabularya-z.com/" http://www.vocabularya-z.com/  HYPERLINK "http://www.myvocabulary.com/" http://www.myvocabulary.com/  HYPERLINK "http://www.merriam-webster.com/word-of-the-day/" http://www.merriam-webster.com/word-of-the-day/  HYPERLINK "http://www.merriam-webster.com/game/index.htm" http://www.merriam-webster.com/game/index.htm  HYPERLINK "http://www.sadlier-oxford.com/prof_development.cfm" http://www.sadlier-oxford.com/prof_development.cfm (Sadlier Professional Development Series)  HYPERLINK "http://www.onelook.com/" www.onelook.com  HYPERLINK "http://www.americancorpus.org/" www.americancorpus.org  HYPERLINK "http://www.etymonline.com/" www.etymonline.com  HYPERLINK "http://www.wordsmith.org/" www.wordsmith.org  HYPERLINK "http://www.verbivore.com/rllink.htm" www.verbivore.com/rllink.htm Opportunities for Differentiation: Learning centers/stations Flexible grouping VAKT modeling Leveling of sorting activitiesTeacher Notes: 4ACcdz3 ˼}ui]TKB9hr5CJaJh2,5CJaJhto5CJaJhw{5CJaJhsh_qn5CJaJhshD !5CJaJhtoCJaJhshsCJaJhr5CJaJhrhrCJaJhs5CJaJhshsCJaJh!hR`5CJaJhThR`5B*aJph$hThR`5B*OJQJaJphhR`5B*OJQJaJphh;$hR`CJh [hR`55sf (($Ifgdqwkd$$IflF%%  t 6_0%644 lap 6_$(($Ifa$gd gdR`564 { (($Ifgd2,wkd$$IflF%%  t 0%644 lap 3 4 < I O P \ ^     # D H t ¹|sg_W_W_WOGh.CJaJhbQCJaJhbQCJaJh.CJaJhdhR`5CJaJh\ 5CJaJh&0*5CJaJh ehR`CJaJh e5CJaJhsh2,5CJaJhw{h2,CJaJh2,5CJaJh\ 5CJaJh 5CJaJhsCJaJh eh CJaJhR`5CJaJh!hR`5CJaJh2,hR`5CJaJ4 5 { (($Ifgd\ wkd&$$IflF%%  t 0%644 lap   { (($IfgdbQwkd$$IflF%%  t 0%644 lap    Y Z [ ] _ n y z { ghiyz{꾲{rf]fODhQx(5CJPJaJhshs5CJPJaJhs5CJaJh5Xhs5CJaJhR`5CJaJh\ 5CJaJh 5CJaJh [hR`5CJaJhQx(CJaJ hQx(5CJh [h 5CJh [hR`5CJH*h [hR`5CJh.hR`CJaJ h.CJ h.5CJh_hR`5CJhdhR`CJhbQhR`5CJaJ Z { (($Ifgdqwkdh$$IflF%%  t 0%644 lap Z [ h{ (($Ifgdqwkd$$IflF%%  t 0%644 lap hi{$C{n``RRRR $7$8$H$Ifgds $7$8$H$IfgdQx( (($Ifgds (($Ifgdqwkd$$IflF%%  t 0%644 lap #$Cde  麧zqgYNCh8,5CJ]^Jh\ 5CJ]^JhemhR`5CJ]^JhgrhR`5CJhshsCJ hs5CJ h\ 5CJhThR`5B*aJphh 5B*OJQJaJph$hThR`5B*OJQJaJphhdhR`CJhsCJPJaJhshs5CJPJaJhQx(hR`5CJPJaJhshsCJPJaJhQx(CJPJaJ| $$Ifa$gdqwkdY$$IflF%%  t 0%644 lap { (($Ifgd\ wkd$$IflF%%  t 6_0%644 lap 6_K{ (($Ifgd\ wkd$$IflF%%  t 0%644 lap  JKLUVXabcjlmDMO[]^$&'nop޵{{{{{{nehdhCJhPKhCJPJaJhh6CJPJ]aJhPKCJPJaJhhCJPJaJhcphCJaJhCJaJh-hCJaJhdhR`5CJaJhR`5CJaJh\ 5CJaJhdhR`CJhnlhR`CJ]^Jh8,h8,CJPJaJ%KLWbv $Ifgd\ $Ifgdqwkd$$IflF%%  t 0%644 lap bcm^j]O===h$7$8$H$If^hgdPK $7$8$H$IfgdPK (($Ifgdqkd$$Ifl0F%2  t0%644 lap'opzXK= $7$8$H$Ifgdcp (($Ifgdqkd\$$Ifl0F%2  t0%644 laph$7$8$H$If^hgdPKpyzJOov  'Gwx>?bc"#=ZǼhihi6CJ]aJhihR`CJ]aJhiCJaJhihiCJaJhdhR`CJhcphR`CJaJhcphcp6CJ]aJhcphR`CJ]aJhcphcpCJaJ:y xYL> $7$8$H$Ifgdi (($Ifgdqkd$$Ifl0F%2  t0%644 lap & F$7$8$H$Ifgdcpxc[\bYL> $7$8$H$Ifgdi (($Ifgdqkd$$Ifl0F%2  t0%644 lap & F$7$8$H$IfgdiZ[\ab56]^)*ɾɾznfZOOOh-hPKCJaJhPKhPK5CJaJhjCJaJhjhs5CJaJhshR`5CJaJhshPK5CJaJh!hPK5CJaJhPKCJaJhPKhs5CJaJhshs5CJaJhshsCJaJhPsJhR`5CJaJhihR`CJ]aJhihiCJaJhdhR`CJhihR`CJaJ6^j]LL;; & F(($IfgdPK & F(($Ifgds (($Ifgdqkd $$Ifl0F%2  t0%644 lap+ (($Ifgds & F(($IfgdPK & F(($Ifgds (($Ifgdq (($IfgdPK*+&'%LMNP!¹tteVGhshsCJOJQJaJh1h1CJOJQJaJhsh1CJOJQJaJh9VwCJOJQJaJh1CJOJQJaJhCJOJQJaJhB[hR`6CJaJhR`6CJaJh^ohR`5CJaJhR`5CJaJhPsJhR`CJhPsJhs5CJaJhshj5CJaJhjCJaJhPKCJaJh-hPK5CJaJ4'%jaaGGGGG & F h$If^`gds $Ifgdqkd8 $$Ifl0F%}5  t0%644 lap%N< !Q!!! 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