Unit 2 ELA Transitional Kindergarten Scope and Sequence
Transitional Kindergarten 2016-2017 ELA Scope and Sequence Unit 2 Document Key: *TKART: Transitional Kindergarten Alignment Reference Tool *DRDP-K (2015): Desired Results Developmental Profile- Kindergarten (2015) *PLF: Preschool Learning Foundations Vol. 1 Lynwood Unified School District, Elementary Department of Education 11/17/16
Unit 2 ELA Transitional Kindergarten Scope and Sequence Reading Foundational Skills: Print Concepts (RF.K.1a-c) TKART: LLD (p. 6) DRDP-K (2015): (LLD7 p. 16) PLF (Vol. 1, p. 63) P.C. Framework 128132 RF.K.1- Demonstrate the understanding Concepts of Print: Child shows an of the organization and basic features of increasing understanding of the 1.0 Reading: Concepts of Print print. conventions and physical organization of a. Follow words from left to right, print material and that print carries (1.1)Display appropriate meaning. top to bottom, and page by book-handling behaviors and page. knowledge of print conventions. b. Recognize that spoken words are represented in written (1.2) Understand that print language by specific is something that is read and has sequences of letters. specific meaning. c. Understand that words are separated by spaces of print. Reading Foundational Skills: Print Concepts (RF.K.1d *letters Aa-Ee) TKART: LLD (p. 7) DRDP-K (2015): (N/A) PLF (Vol. 1, p. 67) P.C. Framework 140145 RF.K.1-Demonstrate understanding of the organization and basic features of print. 3.0 Reading: Alphabetic and Word/Print Recognition d. Recognize and name all upper-and lowercase letters of the (3.1) Recognize own name or other alphabet. common words in print.
(3.2) Match more than half of uppercase letter names and more than half of lowercase letter names to their printed form.
(3.3) Begin to recognize that letters have sounds.
Gross and Fine Motor Skills: Students write any letter from Aa-Ee starting at the top. Students write by moving from left to right. Students write letters neatly and correctly.
Lynwood Unified School District, Elementary Department of Education 11/17/16
Unit 2 ELA Transitional Kindergarten Scope and Sequence Reading Foundational Skills: Phonics and Word Recognition (RF.K.3a *letters Aa-Ee) DRDP-K (2015): (LLD 9, p. 18) PLF (Vol. 1, p. 67) P.C. Framework 140145 RF.K.3- Know and apply grade-level Letter and Word Knowledge: Child phonics and word analysis skills in shows increasing awareness of letters in decoding words both in isolation and in the environment sound, and increasing 3.0 Reading: Alphabetic and text. understanding that letters make up Word/Print Recognition a. Demonstrate basic words. Knowledge of one-to-one letter (3.1) Recognize own name or other Sound correspondences by common words in print. Producing the primary sounds or many of the most frequent (3.2) Match more than half sounds for each document. of uppercase letter names and more than half of lowercase letter names to their printed form. TKART: LLD (p. 8)
(3.3) Begin to recognize that letters have sounds.
Lynwood Unified School District, Elementary Department of Education 11/17/16
Unit 2 ELA Transitional Kindergarten Scope and Sequence
TKART: LLD (p. 5)
Reading (Reading Literature and Reading Informational Text) (RL.K.7 RI.K.7) DRDP-K (2015): (N/A)
RL K.7- With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
TKART: LLD (p. 5)
RI.K.7- With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
DRDP-K (2015): (N/A).
PLF (Vol. 1, p. 68) P.C. Framework 146150 Cont. 4.0 Reading: Comprehension 
(4.2) Use information from Informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting.
Lynwood Unified School District, Elementary Department of Education 11/17/16
Unit 2 ELA Transitional Kindergarten Scope and Sequence
TKART: LLD (p. 9)
Writing (Text Type and Purposes, Research to Build and Present Knowledge) (W1, W8) DRDP-K (2015): (LLD 10, p. 19) PLF (Vol. 1, p. 70) P.C. Framework 158-167
W.K.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…).
Emergent Writing: Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning.
1.0 Writing: Comprehension
(1.1) Adjust grasp and body position for increased control in drawing and writing.
(1.2) Write letters or letter-like shapes to represent words or ideas.
Write first name nearly correctly.
Gross and Fine Motor Skills: Students use tripod/three finger grasp crayon or pencil correctly with preferred hand. Students stabilize paper with non-dominant hand while writing, coloring, and cutting. Students draw simple shapes and a variety of lines. Students use a variety of media with appropriate pressure. Students are able to color within the lines. Students write or draw form the environment using a variety of media. *Students hold scissors correctly with dominant hand.
ynwood Unified School District, Elementary Department of Education 11/16/16
Unit 2 ELA Transitional Kindergarten Scope and Sequence
TKART: LLD (p. 9)
Speaking and Listening (Comprehension and Collaboration) (SL.K. 2) DRDP-K (2015): (LLD 3, p. 12) PLF (Vol. 1, p. 56)
SL.K.3- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Communication and Use of Language (Expressive): Child’s communication develops from nonverbal communication to using language in increasingly complex words and sentences.
1.0 Speaking and Listening: Language Use and Conventions
(1.1) Use language to Communicate with others in both familiar and unfamiliar social situations for a variety of basic ad advance purposes, including reasoning, predicting, problem solving, ad seeking new information.
Gross and Fine Motor Skills: Students participate positively and cooperatively as group members. Students are motivated to cooperate in order to receive adult approval and with increasing self-control.
Lynwood Unified School District, Elementary Department of Education 11/17/16
Unit 2 ELA Transitional Kindergarten Scope and Sequence Physical Education Gross and Fine Motor Skills: Students are able to climb a playground apparatus safely and appropriately.
Social and Emotional Development TKART: SED (p. 1) TKART: SED (p. 2) TKART: SED (p. 2) DRDP-K (2015): (SED 3, p.7) DRDP-K (2015): (SED 3, p.7) DRDP-K (2015): (SED 4, p.8) PLF (Vol. 1, p. 17) P.C. Framework 78- PLF (Vol. 1, p. 19) P.C. Framework 78- PLF (Vol. 1, p. 12) P.C. Framework 62-77 86 86 Relationships:
1.0:Attachment to Parents (1.3) After experience with outof-home care, comfortably depart from their primary family attachment figures. Also maintain well-being while apart from primary family attachment figures during the day.
Relationships:
Social Interaction:
2.0:Close Relationships with Teachers and Caregivers (2.1) Take greater initiative in seeking the support of their Primary teachers and caregivers.
2.0:Interaction with Peers (2.1) More actively ad intentionally cooperate with each other.
(2.2) Contribute to positive mutual cooperation with their primary teachers and caregivers.
TKART: SED (p. 2) TKART: SED (p. 2) TKART: SED (p. 2) DRDP-K (2015): (SED 4, p.8) DRDP-K (2015): (SED 4, p.8) DRDP-K (2015): (SED 4, p.8) PLF (Vol. 1, p. 14) P.C. Framework 62- PLF (Vol. 1, p. 15) P.C. Framework 62- PLF (Vol. 1, p. 20) P.C. Framework 78-86 77 77 Social Interaction:
3.0:Group Participation (3.1) Participate positively and cooperatively as group members.
Social Interaction: 4.0:Cooperation and Responsibility (4.1) Have growing capacities for self-control and are motivated to cooperate in order to receive adult approval and think approvingly of themselves.
Relationships:
3.0:Friendships (3.1) Friendships are more reciprocal, exclusive and enduring.
Lynwood Unified School District, Elementary Department of Education 11/17/16