Kindergarten: Listening & Learning Domain 11 Anthology "Taking Care of the Earth"

This Tell It Again! Read-Aloud Anthology for Taking Care of the Earth contains background information and resources that the teacher will need to implement Domain 11, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 10 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able to:

1. Explain why people have a special responsibility to take care of the earth;
2. Explain that Earth is composed of natural resources (land, water, and air) and that humans, plants, and animals depend on Earth’s natural resources to live;
3. Explain different types of pollution, including litter, air pollution, and water pollution, and how most types of pollution are caused by people;
4. Explain what happens to garbage from its creation to being dumped in the landfill; to recyclable materials from home to a recycling factory; to discarded food from the table to the compost pile to the garden; and the water cycle;
5. Identify the recycling symbol and the phrase “reduce, reuse, and recycle,” and understand that recycled materials are made from items that have already been used and otherwise would be garbage;
6. Identify common recyclable materials, including glass, plastic, aluminum, cardboard, and paper; and that composting is a type of recycling;
7. Identify possible solutions for the problems of garbage, litter, pollution, and conserving natural resources;
8. With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
9. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships;
10. With prompting and support, identify the main topic and retell key details of a nonfiction/informational read-aloud;
11. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud;
12. With prompting and support, ask and answer questions about unknown words in nonfiction/informational read-alouds and discussions;
13. With prompting and support, describe the role of an author and or illustrator in a nonfiction/informational text;
14. With prompting and support, describe illustrations from a nonfiction/informational read-aloud, using the illustrations to check and support comprehension of the read-aloud;
15. With prompting and support, compare and contrast the similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
16. Actively engage in nonfiction/informational read-alouds;
17. Use a combination of drawing, dictating, and writing to present information from a nonfiction/informational read-aloud, naming the topic and supplying some detail;
18. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened;
19. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed;
20. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers;
21. Participate in shared research and writing projects (e.g., group scientific research and writing);
22. With assistance, categorize and organize facts and information within a given domain to answer questions;
23. Use agreed-upon rules for group discussions, e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.;
24. Carry on and participate in a conversation over four to five turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age;
25. Ask and answer questions to clarify information in a fiction or nonfiction/informational read-aloud;
26. Ask questions to clarify directions, exercises, and/or classroom routines;
27. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail;
28. Add drawings or other visual displays to descriptions as desired to provide additional detail;
29. Speak audible and express thoughts, feelings, and ideas clearly;
30. Use frequently occurring nouns and verbs in oral language;
31. Answer questions orally in complete sentences;
32. Produce and expand complete sentences in shared language;
33. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck);
34. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms);
35. Identify real-life connections between words and their use (e.g., note places at school that are colorful);
36. Use words and phrases acquired through conversations, being read to, and responding to texts;
37. Learn the meaning of common sayings and phrases;
38. Listen to a variety of texts, including informational text;
39. Prior to listening to a read-aloud, identify orally what they know and have learned that may be related to the specific story or topic to be read aloud;
40. Discuss personal responses to a given topic and connect those to the read-aloud;
41. Prior to or while listening to a read-aloud, orally predict what will happen in the story based on text heard thus far, and then compare the actual outcome to the prediction;
42. Distinguish fantasy from realistic text;
43. Evaluate and select read-alouds, books, or poems on the basis of personal choices for rereading; and
44. Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or...

Curriculum Map