external image images?q=tbn:ANd9GcQW3ZHEYBDjmPz0B2nCUNG_bzjKj5j-xewNoQa6Lc57zIccNC-uCwKindergarten Unit 1:

A Colorful Time with Rhythm and Rhyme


In this first six-week unit of Kindergarten, students are introduced to colorful picture books, traditional poetry, and nursery rhymes filled with rhythm and rhyme.

Overview
Focusing on phonological awareness, students are challenged to listen for rhythm and rhyming words within the literature. Concepts of print are taught as students read poems on wall charts and in informational books. Descriptions of gathered objects and art pieces highlight the secondary focus on color, encouraging rich description, discussion in spoken language, and vocabulary development. In this early stage of writing, students use a combination of drawing, dictation, and writing to give opinions about favorite colors.
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Theme Essential Question
How does rhyme affect the way that we hear and read poetry?

Theme Focus Standards
LAFS.K.RI.2.4 With prompting and support, ask and answer questions about unknown words in a text.
LAFS.K.RL.2.5 Recognize common types of texts (ex. storybooks, poems)
LAFS.K.RF.2.2 Demonstrate understanding of spoken words, syllables, and phonemes.
LAFS.K.RF.2.2a Recognize and produce rhyming words
LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.
LAFS.K.W.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

Unit Plan Overview and End of Unit Learning and Project

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Sample Literacy Block
  • Familiar Reading (15 min)
  • Circle Time/Modeled Writing (15 min)
  • Shared Reading (20 min)
  • Small Group Assisted Learning (20 min for each group)
  • Phonemic Awareness (10 min)
  • Litter Identification/Sound Work (20 min)
  • Read Aloud (15 min)
  • Writing (40 min)


photo.JPGSight Words:
FRY LIST http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
The expectation for kindergarten is for students to learn the first 100 words by the end of the year.

Standard assessments to be completed by end of unit:

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Online Resources:

Read Works Passages/Lessons:

Interdisciplinary

  • This unit teaches:
    • Art: Color in painting (e.g., Matisse, Whistler, Rivera, Bruegel, Frankenthaler, Gauguin, Picasso)
    • Science: Color in nature (e.g., rainbows), the five senses (e.g., seeing color—eyes, hearing rhythm and rhyme—ears)

    This unit could be extended to teach:
    • Art: Color (e.g., the color wheel, warm and cool colors, and primary and secondary colors)
    • Science: The five senses (e.g., touch - skin, smell - nose, taste - tongue)
    • Math: Patterns (e.g., rhyming patterns in Mother Goose rhymes)

Terminology for Teachers:


Artist- somebody who creates art, especially paintings or sculptures

Author- somebody who writes a book or other text such as a literary work or a report

Description- a written or verbal account, representation, or explanation of something

Informational Book-a book that provides information about a certain topic rather than tells a story

Line- (as in print) a row of words

Opinion- the view somebody takes about an issue, especially when it is based solely on personal judgment

Poet- somebody who writes poems, especially as a vocation

Poetry- literary works written in verse, in particular verse writing of high quality, great beauty, emotional sincerity or intensity, or profound insight

Rhyme- 1.to have an ending that sounds similar to the ending of another word or line of poetry, or have endings that sound similar
2. a poem, or poetry generally, of a lighthearted kind with a pattern of similar sounds at the ends of the lines

Rhythm- 1. language the pattern of sound that characterizes a language, dialect, or accent
2. in poetry, the pattern formed by stressed and unstressed syllables

Stanza- a number of lines of verse forming a separate unit within a poem.

Middle- relating to a language or literature between its early and later stages of development

End- the final part or finishing point of a period of time, of an event, or of a book, movie, or other work
Character - one of the people portrayed in a book, play, or movie

Demonstrate - to show or prove something clearly and convincingly

Illustrations- a drawing, picture, photograph, or diagram that accompanies and complements a printed, spoken, or electronic text

Illustrator- one who provides a drawing, picture, photograph, or diagram that accompanies and complements a printed, spoken, or electronic text

Poem- a complete and self-contained piece of writing in verse that is set out in lines of a set length and uses rhythm, imagery, and often rhyme to achieve its effect

Story book- a book of stories for children

Verse- 1. poetry a poem, especially a short one
2. a section of a poem or song consisting of a number of lines arranged together to form a single unit

Reading Poetry, Reading Comprehension, Vocabulary
As students read a nursery rhyme (or poem) from a chart or interactive whiteboard in the front of the class, choose a student to come up and follow the words from left to right with a pointer. Instruct the students that if there is a word they do not understand in this rhyme, they should raise a hand to ask about it. (RF.K.1a, RL.K.4, RL.K.5)
Reading Poetry, Reading Foundations
While reading (reciting) “Humpty Dumpty,” snap your fingers on the word at the end of a line (e.g., “wall”). The children will snap when they hear the word that rhymes with it (e.g., “fall”). Continue with various rhymes and poems. Afterwards, put up a second nursery rhyme, but leave out the end word of every other line (i.e., “Humpty Dumpty sat on a wall, Humpty Dumpty had a great ”). Some students can pick from a list of words the appropriate one to fill in the blank. Once they’ve mastered that, repeat the exercise without providing the list of words. (RF.K.2a)
Vocabulary, Language Usage
Prepare a basket of colored objects. Invite students to come to the basket and choose something to tell the class about. This is the rule: Each student must describe the object using at least two “describing words” (i.e., adjectives). Example: a bright red apple, a small green block. Extend this activity by introducing opposites of one of the adjectives. “You showed me a small block. Now find a large block.” You could have another vocabulary activity with the same collection by sorting the same objects into color categories such as “red” and “green” or by asking the students to think of rhyming words that describe. (L.K.5a, L.K.5b)
Reading Informational Text and Literature, Reading Comprehension
As the class reads an informational or literary book, introduce the idea of author and illustrator. Describe their roles in the creation of a text. Do a “text walk” by carefully showing the front cover, back cover, and title page of the book. As you read an informational text such as All the Colors of the Rainbow, pause to ask the children questions. Encourage them to ask questions about the text and unfamiliar words. (RI.K.4, RI.K.5, RI.K.6, RL.K.4)
Reading Poetry, Speaking and Listening
Arrange small groups of students and place an object (e.g., a block) in the middle of each circle. Instruct the students to discuss which poem in this unit is their favorite. Students pick up the block when ready to share. Ask them to put the block back in the middle when finished. When working with a group, ask the student who has the floor to think of/share a word that rhymes with the last word of a sentence in the chosen poem. (SL.K.1, SL.K.1a)
Art, Speaking and Listening
Show students the Whistler and the Rivera. Ask them to discuss how Whistler used a mostly black and white palette, while Rivera used a wide range of colors. Then ask them to choose to draw their favorite of the two works, either in black and white or using a wide range of colors. (W.K.2, SL.K.5)
Art, Speaking and Listening
Display the works by Matisse and Picasso. Ask the students what color dominates each work. Ask the students why they think Picasso chose blue and Matisse chose red. Ask how the paintings are the same (e.g., both figures are preparing food and neither is looking at us) and how they are different (e.g. we can see outside in the Matisse, whereas Picasso’s is a close-up), preparing the way for literature conversations in comparing and contrasting texts. (SL.K.1, SL.K.5)
Reading Poetry, Vocabulary
As students read a rhyme, ask them to focus on listening for rhyming words and hearing the rhythm of the lines. By teaching the children to follow along with you on wall charts or an interactive whiteboard, they are able to enjoy rich vocabulary in context and become familiar with sight words and word families. Adding the simple melodies to the nursery rhymes will enhance the students’ perception of rhythm. By using musical recordings of the nursery rhymes, students can move to the rhythm of the rhymes in song and recite the words with ease. (RF.K.1, RF.K.2a, RF.K.3c)