Running head: CURRICULUM MAP

Nicole Nieto
PPE 310 Health for Schools
Curriculum Map
November 11, 2015

CURRICULUM MAP

Roosevelt School District-Curriculum Guide

Kindergarten-English Language Arts

Strand: Reading___________
Anchor Standard:

Cluster: Key Ideas and Details____

Analyze how and why individuals, events, ideas, develop and interact over the course of a
text.
Literature:
Grade Level Standard(s):
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
Students will know

Key ideas
Details
Students will be able to

State the answer to a question about key details in the literacy text.
Respond appropriately to open ended questions about the literacy text
Discuss key details in an informational text by asking and answering questions, when
prompted and/or provided support.
Academic Language

Additional Notes

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Text
Key Details
Question
Answer

Kindergarten students, reveal an understanding

about the central message of the text.
Use

Prompts such as:

What happened in the beginning?
Where did the story take place?
What important things happened?
Who are the characters?
Describe one key detail you read in the text
that helps you understand the story better
How did this key detail help you understand
the story better?

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Strand: Reading___________
Anchor Standard:

Cluster: Key Ideas and Details_____

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Literature:
Grade Level Standard(s):
K.RL.3 With prompting and support, identify characters, settings, and major events in a story
Students will know

Characters
Setting
Major events
Students will be able to

Identify setting
Identify main characters
Identify important events from the beginning, middle, and end of the story
Academic Language

Character
Setting
Problem
Solution
Beginning
Middle
End
Major events

Additional Notes

Focusing on major events to use in retelling helps

readers begin to discern what is most important and
relevant. Participating in story element identification
and description improves student understanding of
narratives and their structure, which prepares students
for reading other narratives and helps students learn
how to write their own stories

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Strand: Writing___________

Cluster: Text Type and Purposes_____

Anchor Standard:

Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.
Literature:
Grade Level Standard(s):
K.W.2 Use a combination of drawing, dictating, , and writing to compose informative/explanatory

texts in which they name what they are writing about and supply some information about the
topic.
Students will know

Topic
Drawing
Dictating
Writing

Students will be able to

Use drawings to give details about a topic

Dictate information about a topic
Write information about a topic
Academic Language

Topic

Additional Notes

At this level, students are beginning to write

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Facts
Illustrations
Informative
Explanatory

informational pieces using drawing, dictating, and

writing to communicate details and their thoughts
about a topic.
Use

prompts such as:

What are you writing about?
Tell me about your picture.
What other details could you put in your
picture/writing?

This is the Roosevelt School Districts curriculum map for English Language Arts for Kindergarten. I will be using it to create

CURRICULUM MAP

and modify lessons for the Foothills Preschool Head Start classroom for the morning and afternoon classes, which each contain 17
students. Both the morning and afternoon classes contain ELL students.
Sun Safety
K.RL.1 With prompting and support, ask and answer questions about key details in a text.
Draw a picture of a sun on the board and ask the children what activities they like to do in the sun and what they know about
the sun. Provide pictures to assist low-level thinkers and ELL students, such as: swimming, biking, the park, the zoo, etc. After going
over what the children like to do outside, ask them how they think they can protect themselves from the sun. Call on some students to
answer. How do they protect themselves from the sun? This will allow them to connect to their own lives. What would happen if you
didnt protect yourself?
Proceed to read the book, George The Sun Safe Superstar by Karen Clifford. This story discusses the elements needed to
protect yourself from the sun in a child-like way. Throughout the story, check for students understanding by asking them questions
about key details in the text. What did Georges mom have him wear on his head? What does George wear on his body? What does
George put on his skin? What does Slip, Slop, Slap mean? What are the two other S rules? What happened when Georges friend
didnt put sunscreen on? Discuss the important aspects of sun protection after the story with the students. Slip on a shirt, slop on
sunscreen, and slap on a hat to protect you from the sun. Wear sunglasses and get some shade. These are the 5 rules. Write out the five
rules and have students repeat them with you. The sun is so bright and hot that if you dont protect yourself, you can get a sunburn that

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turns your skin pink and it can cause you to get really sick. Go back over the activities that the students listed and ask them, how can
you protect yourself doing this activity? What would you need to SLIP on? What do you need to SLOP on? What do you need to
SLAP on? What should you wear on your eyes? Where should you stand? Have students draw in their journal an activity they like to
do outside and how they are going to protect themselves from the sun.
Sleep
K.RL.3 With prompting and support, identify characters, settings, and major events in a story
Begin the lesson by talking to the preschoolers about sleep. At what time do you sleep? Do you only sleep at night or do you
take naps in the afternoon? What would happen if you didnt sleep at all and you played all the time, how would you feel? Why do
you think we need sleep? Have students share their ideas.
Read the story, Time to Sleep by Denise Fleming. Before reading, ask the students, what do you think this story is going to be
about? Who do you think its going to be about? The main character, or what the story is going to be about is the Bear. Continue
reading and ask the students, where is this story taking place? Where is the bear? This is called the setting. What happened after the
bear woke up? What happened first? What happened next? What happened at the end of the story? What are the other characters in
this story? Why did the bear need sleep? Go on to explain why we need sleep. We need sleep remember what we have learned, to pay
attention, to solve problems, and to grow big and strong and for our brains to grow. If we dont get enough sleep, we can get tired and

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are not be able to play for very long.

After explaining the importance of sleep to the students, have them tell about a time when they didnt get enough sleep and
how it made them feel. They can either verbally explain or draw a picture of their explanation.
Environmental Health
K.W.2 Use a combination of drawing, dictating, , and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.