ConVal Language Arts Curriculum


	Grade K (pdf) STANDARD #1 – Students will demonstrate the interest and ability to read age appropriate materials fluently, with understanding and appreciation. PHONOLOGICAL/PHONEMIC AWARENESS Students will: • produce a rhyme, given a one-syllable word. • count the number of words in a 4 - 5 word sentence. • discriminate beginning sounds of words. • discriminate ending sounds of words. • begin to substitute beginning sounds (e.g., Dan, man). • blend syllables into words (e.g., drag-on-fly). • blend onset-rime into the target word (e.g., c-at). • tap syllables of words. • delete one word in compound words. • identify the one that is different when given spoken sets like “bat, bat, cat." ALPHABETIC PRINCIPLE Students will: • name all upper and lowercase letters of the alphabet, including typeset a and typeset g, independent of sequence (may be confusion with p/b/q/d, and t/f). • provide a word that starts with each consonant, except for consonants x, soft c, and soft g. • recite the alphabet. • identify and produce consonant sounds in isolation. • match upper and lower case letters. VOCABULARY Students will: • discriminate between letters, words, and numbers. • locate first name in print. • begin to identify a few common high frequency words (e.g., the, I, Mom, Dad, cat, dog, no, yes, love). • identify some environmental print. • predict vocabulary to fill a space left in speech or writing, providing contextual clues are strong and language is familiar. TEXT STRUCTURE Students will: • show left to right directionality and return sweep. • show top to bottom directionality. • show front, back, and title of a book. • show that reading is looking at text, not just pictures. READING BEHAVIORS Students will: • begin to track print when listening to a familiar text being read or when rereading own writing (may not have 1:1 correspondence). • “read”/tell part of a story from a familiar text using picture clues and predictable language. • interact with a book for five minutes, individually or with a partner. • listen attentively to read-alouds. • cite evidence from text to support thinking. FLUENCY Students will: • begin to read along with predictable pattern text. METACOGNITIVE STRATEGIES Students will: • use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text. CONNECTING Students will: • connect information and events in texts to self with teacher support. • use the five senses to make connections with text. QUESTIONING Students will: Begin to: • ask meaningful questions. • make comments related to texts. • generate questions about a topic, theme, or text. • answer questions about stories read aloud. VISUALIZING Students will: • Begin to: visualize text with teacher-supported experiences. DETERMINING IMPORTANCE Students will: • retell (orally or pictorially) or dramatize events, stories, or parts of stories. INFERRING Students will: • make predictions based on illustrations or portions of stories STANDARD #2 – Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences. CONTENT Students will: • write first name independently. • write some personal high frequency words, names of friends, and names of family members. • copy and use print from the environment (e.g., logos, books, names, and signs). • use appropriate letters to represent some sounds in words. • use appropriate letters to represent some sounds in words when labeling pictures. • add detail and color to their work. PROCESS Students will: • begin to recognize the importance of details. • generate drawings in response to prompts. • reread "story" immediately or shortly after writing. MOTOR SKILLS: Students will: • cross their midline. • learn spatial and directional concepts (e.g., top, bottom, in, out, big, small, large, straight, curve, up, down). • develop coordination between both sides of their body. • develop ability to copy movements, movement patterns and rhythm patterns when given a visual or auditory model. • develop upper body strength to aid body posture. • develop hand dominance. • develop awareness of their bodies and how they relate to the space they occupy. • develop kinesthetic and tactile awareness. • develop visual discrimination and perceptual skills. • develop visual tracking. • develop appropriate pencil grip. • develop visual motor integration. HANDWRITING Students will: • begin to write using directional movements of top to bottom and left to right. • write most upper case and lower case letters. • begin to use spaces between words. STANDARD #3 – Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically. Students will: • begin to use appropriate articulation, volume, and expression. • listen and view responsively by using eye contact, body language, and focus. • wait for appropriate time to speak. • demonstrate an understanding of spatial concepts, such as: • in front of, next to, in back of, above, below, between, etc. • follow two-step directions. • ask for help when needed. • make clear requests. • make and listen to announcements. • listen to and view presentations for information, rhymes, songs, conversations, and stories. • listen and talk about experiences, customs, and cultures. • act out plays, poems, and stories. • act out appropriate social situations. • listen responsively to rhymes, alliteration, songs, conversations, contemporary and classic stories, and to other texts read aloud. • repeat rhymes (e.g., nursery rhymes and short poems). • identify and generate rhymes. • retell stories. STANDARD #4 – Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English. READING BEHAVIORS Students will: • experience a variety of types of literature. • listen to the read-aloud selection for a specific purpose, as identified by the teacher. • understand the following literary terms, title, author, concepts of rhyme. METACOGNITIVE STRATEGIES • use comprehension strategies (flexibly and as needed) while reading or listening to literature. CONNECTING Students will: • begin to make text-to-self and text-to-text connections about works they hear and view. QUESTIONING Students will: • ask questions about texts. • answer open-ended questions about texts. (e.g., What are you wondering about?). VISUALIZING Students will: • use senses in response to texts with teacher supported expexperiences INFERRING Students will: • make predictions based on illustrations, rhyme, or portions of stories. STANDARD #5 – Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas. Students will: • participate in group discussions to generate questions. • locate a given letter in an alphabetical sequence. • use alphabet books (e.g., to assist in identifying words that begin with individual letters, locate specific letters, relate upper and lower case letters) • listen to, view and understand factual information through a variety of resources including fiction and nonfiction, field trips, and observations. • participate in group discussions to generate lists of facts on given topics.

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