Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Pre-K/ Kindergarten Language Arts Course Questions: is about Course Measures Foundational Reading Skills Emergent Literacy Survey LIPs Checklists Informational Text, Literature Checklists Running records Anecdotal Notes Journal Responses (Dictation, drawing, writing) Oral Assessments (speaking, dictation) Graphic Organizers Photographic Evidence Speaking and Listening Performance Assessments (following steps, procedures) Checklists Writing - Developmentally appropriate progression of writing skills. Response to prompts Graphic organizers Checklist for writing process Checklist for grammar and usage Journal Responses Shared and individual writing project What is communication? (What does it look like, sound like…?) Why do we communicate? (learn, share info, to express feelings, have needs met…) In what ways do we acquire and transmit meaning? How does communication help me learn? When do I use various forms of communication, which structure should I use? Developing effective communicators by exploring the relationship between ideas, the spoken word and the written word through speaking, listening, reading and writing. Rationale: To communicate effectively, students need to know their purpose (function) and choose a structure that meets their purpose. Once a structure is chosen, students will use relationships and patterns to make connections, generalizations and meaning.

Community Principles Learning Rituals Course Map This Course: Student: Critical Concepts Learned in the units (See next page) includes Respect for others Teamwork Sharing Responsibility Self-regulation Problem Solving Whole Group Small Group Peer tutoring Independent Centers Cooperative Learning Strategies- Kagan Modeling Visual Strategies Kindergarten Language Arts Processing and Performance Options Rubrics must be used to determine the level of performance for: Observations Anecdotal notes Performance Tasks with Product Pictures or drawings Photographic evidence Checklists Unit Tests Oral assessments Journal writing Rubrics

Structures System/Organization Interrelated Parts Functioning as a whole Functions Purpose Relationships Connections Interdependence Associations Patterns Form Practice (n.) Shape Design Model Types of Text Informational Literature Poem/song Play Speaking and listening Conventions of standard English (grammar and usage) Types of Writing Argument/opinion Explanation/information Narrative Research Support Provide Educate Prepare Organize/order Communicate Informational Text Inference (RI.1,7) Text features (RI.5) Main idea, supporting details (RI.2) Literary Text Inference, ask and answer questions (RL.1) Focused retelling (RL.3) Speaking and Listening Evaluating information, asking and answering questions (SL.3) Conventions of standard English Syntax and semantics (W.6) Fluency (F4) Informational Text Interactions and connections (RI.3) Interpret words and phrases (RI.4) Point of view (RI.6) Evaluate content in diverse formats (RI.7) Evaluate argument (RI.8) Literary Text Interpret words and phrases (RL.4) Point of view shapes content and style (RL.6) Compare and contrast texts (RL.9) Evaluating the relationships between illustrations and the story in which they appear (RL.7) Speaking and Listening Participate in conversations with diverse partners through multiple exchanges (SL.1) Conventions of standard English Grammar and Usage (W.1) Conventions (W.2) Within different context, compare formal and informal uses of English (W.3) Unknown and multiple meaning words (W.4) Word relationships (W.5) Acquire and use vocabulary (W.6) Procedure/Method Print concepts (F1) FATP - form - audience - topic - purpose Writing Process - Planning - Drafting - Revising - Editing - Publishing with technology Phonological Awareness (F2) Phonemic Awareness (F2) Phonics (F3) Speaking and Listening Discussion Rules (SL.1) Literature Literary elements (characters, setting, major events) (RL.3) Informational Text Structures of text (RI.5)