Kindergarten: Listening & Learning Domain 2 Anthology "The Five Senses"

This Tell It Again! Read-Aloud Anthology for The Five Senses contains background information and resources that the teacher will need to implement Domain 2, 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; 8 lessons which include 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. Identify and describe the five senses: sight, hearing, smell, taste, and touch; 
2. Identify the body parts associated with the five senses; 
3. Provide simple explanations about how the eyes, ears, nose, tongue, and skin work; 
4. Describe how the five senses help people learn about their world; 
5. Describe some ways people take care of their bodies; 
6. Describe some ways the five senses help protect people from harm; 
7. Describe the experiences and challenges of someone who is blind or deaf; 
8. Explain the contributions of Ray Charles; 
9. Explain the contributions of Helen Keller; 
10. 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; 
11. 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; 
12. With prompting and support, identify the main topic and retell key details of a nonfiction/informational read-aloud; 
13. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud; 
14. With prompting and support, ask and answer questions about unknown words in nonfiction/informational read-alouds and discussions; 
15. With prompting and support, describe illustrations from a nonfiction/informational read-aloud, using the illustrations to check and support comprehension of the read-aloud; 
16. With prompting and support, compare and contrast similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds; 
17. Actively engage in nonfiction/informational read-alouds; 
18. Use a combination of drawing, dictating, and writing to present information from a nonfiction/informational read-aloud, naming the topic and supplying some details; 
19. With assistance, categorize and organize facts and information with a given domain to answer questions; 
20. 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.; 
21. Carry on and participate in a conversation over four to five turns, stay on topic, initiate comments or respond to a partner’s comments, with either an adult or another child of the same age;
22. Ask and answer questions to clarify information in a fiction or nonfiction/informational read-aloud; 
23. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail; 
24. Add drawings or other visual displays to descriptions as desired to provide additional detail; 
25. Speak audibly and express thoughts, feelings, and ideas clearly;
26. Use frequently occurring nouns and verbs in oral language; 
27. Answer questions orally in complete sentences; 
28. Produce and expand complete sentences in shared language; 
29. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck); 
30. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent; 
31. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms); 
32. Identify real-life connections between words and their use (e.g., note places at school that are colorful); 
33. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings; 
34. Use words and phrases acquired through conversations, being read to, and responding to texts; 
35. Learn the meanings of common sayings and phrases; 
36. Listen to and understand a variety of texts, including informational text; 
37. Prior to listening to an informational read-aloud, identify orally what they know about a given topic; 
38. While listening to an informational read-aloud, orally predict what will happen next in the read-aloud based on the pictures and/or text heard thus far, and then compare the actual outcome to the prediction; and 
39. Explain that "Ray Charles" and "Helen Keller" are realistic texts because they are biographies of the lives of Ray Charles and Helen Keller.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RI.PK.1 With prompting and support, ask and answer questions about 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