Curriculum Connection
K-5 ELA- May 2022
Kindergarten ELA
Reading Unit 6: Readers Get to Know Characters
Writing Unit 6: Persuasive Writing of All Kinds
In this unit, students learn they can write to make their own classroom, their school, and their world a better place. Students will be asked to look at the world around them in new ways- seeing not just what is, but what could be. Students will reflect on the troubles they see around the classroom and school and think, “What could make things better?” and then they will do all kinds of writing (lists, petitions, posters, or song lyrics) to help make a change. Students will also learn to write letters to persuade people to join the cause.
Writing Unit 6- Writing Checklist
Students use the Opinion Writing Checklist as they revise and edit their opinion pieces.
1st Grade ELA
Reading Unit 7: Authors We Love
This unit will allow students to study an author’s craft by reading lots of books written by that author and eventually acting out the text through the engaging experience. Students will do research to learn about their author, gather books written by one author, and begin reading books written by one author. Students will learn about the author’s style by reading and rereading a variety of books written by that author and comparing and contrasting characters, setting, themes, and lessons learned.
Writing Unit 6: Independent Writing Projects Across Genres
This unit is an invitation to kids to write in a genre that the class has studied together over the year or to apply
what they have learned about good writing to new genres that may intrigue and interest them. In addition, this unit helps children realize that writers choose genres with intent. That is, writers consider what their purpose is and who their audience is, and they choose the kind of writing that best matches purpose and audience.
Writing Unit 6: (Continued)
Students will use the strategy of consulting mentor texts as writing teachers to further strengthen their writing. They will spend the week reading these texts in search of parts that resonate with them, study those parts closely to understand what the author has done to achieve a particular effect, and then attempt to replicate those techniques to raise the quality of their own work.
2nd Grade ELA
Reading Unit 7: Mystery Book Clubs
Reading Unit 7: Mystery Book Clubs (continue)
Readers realize that it’s not just mystery readers who collect clues and use those clues to grow theories; in fact, readers of all fiction do this as they notice things about characters and grow theories based on what they see. They will see ways in which one mystery fits within a set of other, similar mysteries, say, in a series. Students can compare and contrast the actions of characters and the plots and settings of stories within and across series, and so on.
Writing Unit 7: Writing Gripping Fictional Stories with Meaning and Significance
3rd Grade ELA
Reading Unit 7: Poetry / Unit 8: GEM Recommitting to Reading
Overview of Unit: In this unit, students will learn to identify and appreciate poetry. This unit spotlights the structure and techniques often utilized in poetry as well as the skills and habits essential to readers of poetry: careful and purposeful rereading of poems, creating mental images, considering the narrator’s point of view, finding the central message and supporting details; determining the meaning of words and phrases, and distinguishing literal from nonliteral language.
In Topic 1 (Bend One) of the unit, students begin by identifying the common structure and
characteristics of poetry. Students will identify and use the terms stanza and lines when referring to a poem, they will also learn how special characteristics of a poem (rhythm, rhyme, and line breaks) impact how it is read. Students will quickly realize their own close relationship with poetry already exists-through the songs they hear, In addition to understanding what poetry is, students will begin to think about the purpose of poetry.
In Topic 2 (Bend Two) of the unit, students will identify a narrator’s point of view supporting
their thinking with key details from the poem and learn to distinguish literal from nonliteral
language. Teachers will build students’ capacity for understanding more complex poetry by
drawing their attention to the connection poems share with stories. During this topic, students will begin to see that poetry is best understood when careful and purposeful rereading of poems is practiced.
In Topic 3 (Bend Three) of the unit, students will carefully read to determine the central
message of a poem and explain how it is conveyed through key details within the poem. Through explicit modeling and practice students will be able to describe how stanzas build on each other to support the poem as a whole. Continuing the close reading emphasized in Topic 2, students will come to realize their understanding of a poem can deepen and change with each reading and through meaningful discussion and analysis.
In Topic 4 (Bend Four) of the unit, students will be exploring the structural elements of drama.
They will use what they know about story structure from fiction reading to understand the
components of drama. They will learn how to pay close attention to stage directions, and lines, to determine the correct way to act out and bring the text to life. They will use close reading skills of the plots of dramas to determine the central message that the author is wanting to convey.
Writing Unit 5: Once Upon a Time (April/May)
Overview of Unit: In this unit, teachers will once again work with children to help them become better fiction writers. Over the course of this 3 topic unit, students will write two fairy tale adaptations and one original fairy tale. This unit will push students to use a strong storyteller’s voice, write with a story arc, create the world of a story, and bring characters to life. Teachers will emphasize the importance of clear event sequence, and language that signals event order. Students will also be pushed toward 4th grade standards by helping them name some of the ways authors use words with alliteration and sensory language to create effects. Through the multiple writing cycles of this unit, students will have ample time to practice these writing
lessons.
In Topic 1 (Bend One) of the unit, students will choose to adapt either “Little Red Riding
Hood” or “The Three Billy Goats Gruff”. At the start of the unit, children will take time to study
the storyline and qualities of fairy tale writing. They will plan their adaptations, thinking about
which parts of the original tale they’ll adapt. Students will learn to make significant changes that alter the course of the tale. As a way to bring their stories to life, students will spend time
rehearsing their adapted versions with partners. You will teach them that fairy tales are written as a collection of scenes and that a narrator can function as a way to stitch scenes together.
In Topic 2 (Bend Two), students will write their second adaptation. This time choosing from
any fairy tale they wish. The theme of this bend is independence and transference . Children
will use the anchor charts from the first bend to help them make writing plans for what they plan on trying in their second adaptation. During this unit you will guide students to notice the
importance of a balance of dialogue, action, and narration. Early on, students will use the
narrative checklist to self-assess their writing and make goals. The revisions lessons of this topic will help students revise their fairy tale with a focus on the power of using comparisons in their writing, including simile and metaphor. Also, children will revise for the use of alliteration and other memorable word choice.
In Topic 3 (Bend Three), you will teach students to write original fairy tales, applying all
they’ve learned from the first two topics. This topic is fast-paced and rigorous. You will begin
by teaching students to draw from the qualities of good stories--a character with traits and wants who encounters trouble, and then the trouble gets resolved. Students will spend time generating possible story ideas. They will soon begin drafting and revising their original fairy tale being sure to lift the level of their revisions. You will teach students how to be intentional with the details of their story--introducing readers to objects important to the character and magic that is connected to the heart of the story. Students will also learn the importance of revising their fairy tale for punctuation intended to support the reader. Finally, students share their fairy tales with a younger audience.
4th Grade and 5th Grade ELA
Reading Unit 8: Committing to a Summer Reading Life
Reading:
This unit is a chance for you to reflect on and respond to the needs of the students. It is not intended to be taught in its entirety, in a sequential order. These teaching points could be a whole group lesson, small group lesson or individual conference. The primary goal of this unit is for students to have time to build, plan, and envision their summer reading life, collecting tools along the way to make that vision a reality.
- Stamina
- Selecting Books
- Chronic Abandoning
- Book Talking: the "How" and the "Why"
- Responding to Reading
- Tracking to Reading Growth
- Variety and Text Choice
- Modeling a Passion for Reading
Writing Unit 8: Committing to a Summer Writing Life
The gem writing unit provides an opportunity for you to reflect on and respond to the unique writing needs of your students. It is not intended to be taught in its entirety in a sequential order. Teachers are encouraged to review student work samples to determine patterns of need. Teaching points for each of the eight categories represented on the lotus can be found below. Additionally, you are encouraged to use your grade specific If/Then unit spiral for ideas on ways in which to meet your writers’ needs. Consider the whole group, small groups, and/or individual conferences when planning for this unit based on your students’ patterns of need.
- Building a Summer Writing Identity
- Structure and Cohesion
- Elaboration
- Language
- The Process of Generating Ideas
- The Process of Drafting
- The Process of Revision
- Choosing Your Genre
Jennifer Wiley
Email: wileyj@parkhill.k12.mo.us
Website: www.parkhill.k12.mo.us
Location: 7703 Northwest Barry Road, Kansas City, MO, USA
Phone: 816-359-6253
Twitter: @icjenwiley
Kim Fette
Email: fettek@parkhill.k12.mo.us
Website: parkhill.k12.mo.us
Location: 7703 Northwest Barry Road, Kansas City, MO, USA
Phone: 816-359-5750
Twitter: @kimElemCoach